Incidental Teaching in Applied Behavior Analysis

Data are recorded and graphed to determine if the skill is increasing as a result of incidentIncidental Teaching

Definition

• Incidental teaching is a teaching technique in applied behavior analysis where the teaching interaction is initiated by the child.

• First defined by Hart and Risley in 1982.

• It's used to elicit more detailed language by waiting for the child to initiate a conversation and then responding in a way that encourages them to use more language.

Benefits

• Increases spontaneous language use in natural settings.

• Promotes generalization and maintenance of acquired language skills.

• Facilitates the acquisition of language that is contextual across various stimulus conditions.

Steps of Incidental Teaching

1. Child Initiates:

   • The child shows interest in an item or activity and initiates interaction.

   • Vocal Initiation:

     • Asking for something (e.g., a game piece).

     • Asking for help (e.g., to open a container).

   • Nonverbal Initiation:

     • Reaching for an item.

     • Pointing.

     • Looking at the item with interest.

     • Gesturing.

2. Teacher Requests Elaboration:

   • The teacher asks the child to elaborate.

   • Examples:

     • Asking a question.

       • "What color is this?"

     • Prompting the child to say something related to the item.

       • "Say, open it, please."

3. Child Responds:

   • The child responds to the teacher's request for elaboration.

   • Examples:

     • "Green."

     • "Open it, please."

4. Teacher Confirms and Provides Access:

   • The teacher confirms the response by providing access to the item or activity.

   • The teacher offers praise.

   • Examples:

     • "Sure, here you go."

     • "Nice. Janelle said open it, please. Sure, I'll open it for you."

Examples of Incidental Teaching

• Child looks at a toy, and the teacher prompts: "Say, what's that?"

• Child asks for an out-of-reach item, and the teacher prompts: "Say, can you help me?"

Ways to Initiate Incidental Teaching Episodes

Capturing

• The teacher identifies natural situations or opportunities in the environment that capture the child's interest.

• After the child initiates, the teacher requests elaboration.

• Examples:

  • Observing a child struggling to tie shoes and prompting them to ask for help.

  • Noticing a child looking at an item with interest and prompting them to describe it.

  • Observing that a child cannot find a missing item and needs it to complete a task.

• Components of Capturing:

  • Observe the situation to identify opportunities.

  • Be a good observer.

  • Block access to a toy or activity and prompt the child to say, "Can I have it, please?"

  • After the child says it, praise them and provide the item.

  • Example:

    • A teacher sees a child reaching for markers, blocks access, and prompts: "Say, I want marker."

Contriving

• The teacher arranges the environment to encourage initiation from the child and then requests elaboration.

• Examples:

  • Putting preferred items out of reach.

  • Placing a preferred item in a container the child can't open.

  • Engaging the child in an activity and then abruptly stopping it.

• Components of Contriving:

  • Place items the child likes out of reach.

  • Example: Cookie jar on a high shelf.

  • When the child initiates, prompt them to say, "Can you help me?"

  • After the child says it, praise them and provide the item.

  • Example:

    • The teacher starts a game and then stops. When the child gestures, she prompts: "Say more, please."

Prompt Fading

• The goal is for the child to learn the skill and respond independently.

• As the child learns, prompts should be faded.

• Move from full prompts to partial prompts to no prompts.

• Example:

  • "Say, I want marker" -> "Say, I want…" -> "I want marker."

Encouraging More Complex Responses

• After the child learns the initial response, prompt for more complex sentences.

• Example:

  • The child has learned to ask for help. The teacher then prompts them to expand: "I can't reach it. Help me, please."

Behavior-Specific Praise

• Use praise that includes a restatement of the child's correct response.

• Example:

  • After the child asks for help, say, "Good. I like how you said help me."

• Example:

  • Pausing a movie and prompting the child to say, Turn it on"

  • Teacher responds, "They say turn it on"

Data Collection

• Teachers should continuously assess the skill being taught.

• al teaching.

Differences Between Incidental Teaching and Discrete Trial Teaching

• Discrete Trial Teaching:

  • Each trial is led by the teacher.

  • Occurs in a structured environment.

  • The reinforcer is prearranged and may not be related to the response.

    • Example: Teaching colors, the reward might be a toy.

• Incidental Teaching:

  • Each teaching opportunity is led by the child.

  • Happens in the natural environment.

  • The reinforcer is the actual activity or object the child showed interest in.

    • Example: Teaching colors, if a child points to blue, they get the blue item.

Review

• Incidental teaching is initiated by the child.

• It increases spontaneous language in natural settings.

• Promotes generalization and maintenance of language skills.

• Facilitates the acquisition of contextual language.

• The steps are: child initiates, teacher requests elaboration, child responds, and the teacher provides praise and the item.

• Opportunities can be captured or contrived.

• Prompt for more complex responses as the child learns.

• There are key differences between discrete trial teaching and incidental teaching.