Term
| Purpose of Naturalistic Teaching |
|
Definition
To provide more learning opportunities similar to those of typically developing children (learning through observation and natural consequences)
To promote generalization of skills taught in structured manner (across activities/materials, settings, and people - increased contact with reinforcement) |
|
|
Term
| Naturalistic teaching appropriate for: |
|
Definition
Imitation and play action tasks
Expressive language tasks
Younger students in small to medium (waiting and turn taking, peer-peer interactions, observational learning) |
|
|
Term
| Natural teaching vs. structured teaching |
|
Definition
| Not a dichotomy, but a continuum from relatively structured to relatively unstructured |
|
|
Term
| Characteristics of Naturalistic Teaching |
|
Definition
Location: Teaching occurs in the natural environment
Density of Interactions: Individual teaching interactions are typically very brief and distributed over a period of hours or days
Initiation of interactions: Instructional interactions are often initiated by the learner
Consequences: Instruction uses natural consequences (objects and events are easily understood and desired by the child) |
|
|
Term
| Challenges of naturalistic teaching |
|
Definition
May not be able to access the natural environment
May need many more learning opportunities
Child may not have the skills or motivation to initiate interactions
Natural consequences may not be motivating for all learners |
|
|
Term
| Value of Naturalistic Teaching |
|
Definition
Primary advantage has to do with generalization
By teaching in natural settings and under natural conditions, the learner may be more likely to demonstrate the skill in natural environments
BUT not all learners have the prerequisite skills to succeed in natural settings or situations so more structured settings are necessary initially |
|
|
Term
| Goal of Incidental Teaching |
|
Definition
| to take advantage of naturally occurring opportunities for child-aduld (child-child) interactions to teach specific functional skills. |
|
|
Term
| Incidental Teaching Examples |
|
Definition
Verbal behaviors:
Social Comment: When a child is playing with blocks, model bilding structures or model comments like "my block is blue."
Mand: When a learner reaches for an item, requiring them to say "may I have ___?"
Nonverbal behaviors:
When a learner is playing, model appropriately moving the toy
When in gym, can present a bat and say "let's find a ball." |
|
|
Term
| Components of Incidental Teaching |
|
Definition
1.) Arrange environment to be interesting and fun
2.) Watch the child carefully to determine what s/he finds interesting and fun
3.)Get the child to engage with interesting objects or persons
4.) Intervene (prompt, model, or rearrange the environment) to encourage more complex and/or appropriate behaviors
5.) Focus on development of typical and functional behavior |
|
|
Term
| Specific tactics to approach incidental teaching |
|
Definition
Several ways to approach incidental teaching
Each tatic attempts to take advantage of the learner's motivation to interact with items or people
And consequently use the motivating items or people as natural reinforcers
By having this motivation "naturally" resent, learners may be more likely to be spontaneous in other similar situations
spontaneity can be a big challenge for some learners |
|
|
Term
|
Definition
Current Need/Baseline
Identify skills to be targeted
Identify naturally occurring activities to address skill
Plan strategies to address skill |
|
|
Term
| Strategies for embedding instruction |
|
Definition
Contriving
Enticement
Interrupted Chains |
|
|
Term
|
Definition
Environmental arrangement/sabotage
Move items out of reach
Move items from typical location
Put lids on too tight, items in difficult to open containers
Give items to classmates
Take batteries out/give "broken" items
Make access difficult
Change routine |
|
|
Term
|
Definition
Capitalize on motivation to gain access to item/activity
Use materials that are highly preferred
Engage with preferred items
Allow other student to engage with preferred items |
|
|
Term
| Interrupted routines and chains |
|
Definition
take advantage of the predictable steps in a routine/chain to produce a need for the child to engage in a behavior
Choose or teach a routine
Interrupt the routine (make a silly mistake)
Give consequence/correction |
|
|
Term
| Other naturalistic strategies |
|
Definition
National Language Paradigm
SPEAK
MITS
Time Delay |
|
|
Term
| Both naturalistic and structured teaching have strengths/weaknesses - |
|
Definition
Density of instruction
Similarity to real world
Prerequisite Skills |
|
|
