Sec 3 - Typed if Naturalistic Approaches

Types of Naturalistic Approaches

Overview of Naturalistic Approaches

• The goal is to utilize naturalistic methods that better suit the needs of children, especially for those like Josef who may struggle with structured learning.

• Loretta emphasizes that naturalistic approaches can and should be integrated throughout an ABA program, adapting to individual needs.

Incidental Teaching

• Definition: Utilizes everyday situations to create learning opportunities, focusing on language and communication.

• Key Features:

  • Structured environment to facilitate targeted goals.

  • Child-initiated learning; child must make an initiation, which can be challenging.

• Techniques to Encourage Initiation:

  • Play with interesting toys and pause for a reaction.

  • Control access to items to encourage requests.

  • Use motivating visuals or withhold materials to provoke communication.

• Goal Expansion: Instruct children to respond elaborately (e.g., saying "doll" when reaching for it).

• Applications: Effective for various goals—language expansion, social skills—successful with different age groups including adolescents and adults.

Pivotal Response Training (PRT)

• Definition: Developed for young children with autism, targeting pivotal areas affecting development.

• Pivotal Areas:

  • Motivation: Need for children to be motivated to learn.

  • Multiple Cues: Children respond to various environmental cues for meaningful skill application.

  • Initiation: By understanding a child's likes, interventions can be meaningful.

  • Self Management: Children learn to regulate behavior in appropriate contexts.

• Intervention Structure:

  • Treatment occurs in natural settings with family involvement.

  • Interspersing familiar and new tasks to maintain motivation.

  • Reinforcement for both attempts and correct responses.

• Effectiveness: Enhances language and social interaction while decreasing behaviors hindering learning.

Natural Environment Teaching (NET)

• Definition: Aims to develop verbal behaviors within natural contexts.

• Key Components:

  • Focus on teaching verbal operants: echoics, mands, tacts, and intraverbal behaviors.

  • Setting up the environment to promote motivation and prompt verbal responses.

  • Input from observational assessments to create actionable goals.

• Goal: Enhance language skills and help generalize them in real contexts.

Script Fading

• Definition: Teaches social skills through scripted language in various situations.

• Process:

  • Scripts presented in context (e.g., grocery store) for practical application.

  • Gradually fades prompts; only retains crucial elements of the script.

• Generalization: Successful in teaching statement use in novel environments.

Early Start Denver Model (ESDM)

• Focus: Specifically designed for young children (12-48 months) with autism.

• Curriculum Checklist:

  • Comprehensive assessment across multiple skill categories.

  • Skills presented according to typical developmental milestones.

• Objective: Address needs holistically within engaging routines.

Milieu Teaching

• Definition: Combines elements of incidental teaching and focuses on spontaneous language increase.

• Structured Sessions:

  • Led by adults in natural contexts based on the child’s interests.

  • Intentional communication opportunities crafted during play activities.

• Effectiveness: Shown to improve communication and language skills among individuals with autism across diverse settings.

Conclusion

• Choosing the Best Approach:

  • Assessment of child’s needs vs. features of the naturalistic interventions.

  • Collaboration and planning among educators to decide the best-suited approach for individuals like Josef are essential for effective intervention.

• Final Thoughts: Naturalistic approaches are validated by research; integrating these can significantly enhance the life skills and social interactions of children with autism.