Children with Down syndrome (DS) often exhibit delays in cognitive and linguistic development. In response to the increasing number of culturally and linguistically diverse populations with disabilities in the United States and need for evidence-based interventions with cultural adaptations, this study examined the effects of enhanced milieu teaching on targeted vocabulary acquisitions of four Korean American children with DS. Each child’s language preference, linguistic developmental trajectory, and preferred play themes/toys were considered as core methods of cultural adaptation. The results indicated that the use of targeted vocabularies increased among all children with DS and were maintained at higher levels than baseline. Implications for teaching language skills to culturally and linguistically diverse children with DS are discussed.

唐氏综合症（DS）患儿常常表现出认知和语言发育的延迟。为应对美国越来越多的文化和语言上不同的残疾人群体，以及需要对基于文化的适应性进行循证干预，本研究研究了增强的环境教学对4名韩裔DS儿童的目标词汇习得的影响。每个孩子的语言偏爱，语言发展轨迹以及喜欢的游戏主题/玩具被视为文化适应的核心方法。结果表明，在所有DS患儿中，针对性词汇的使用有所增加，并保持在高于基线的水平。讨论了在DS中为文化和语言各异的孩子教授语言技能的含义。