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Examples of Naturalistic Approaches to Intervention. Milieu : Focuses on bridging the gap between the training environment and the natural environment Nurturant-naturalistic : Moves from direct instruction to education in which the child takes the interactive lead and to naturalistic contexts.

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Examples of Naturalistic Approaches to Intervention

Milieu : Focuses on bridging the gap between the training environment and the natural environment

Nurturant-naturalistic: Moves from direct instruction to education in which the child takes the interactive lead and to naturalistic contexts.

Joint-action: Establishes structured interaction routines through which to teach skills

Transactional Intervention Program: Focuses on the quality of the interactive behavioral match between children and their primary caregivers

Natural Language Teaching: Developed for children with Autism

activity based instruction example of naturalistic approach to education
Activity Based Instruction: Example of Naturalistic Approach to Education

Goal: To improve children’s acquisition and use of important motor, social, affective, communication, and intellectual behaviors that, in turn are integrated into response repertoires that are generative, functional, and adaptable. (Bricker & Cripe, 1992).

  • Generative Repertoire: responses that can be adapted to meet novel or challenging conditions
  • Functional Repertoire: Responses that are useful in the natural environment
  • Adaptable Repertoire: Responses that can be modified accommodate the physical or social restraints of a situation
theoretical basis of abi
Theoretical Basis of ABI
  • Both the immediate and larger socio-cultural environment influence a child’s development.
  • The child must be actively engaged to learn.
  • Children learn best in functional and meaningful activities.

“Activity, culture, & concept are interdepdent..” Brown & Duguid, 1989

characteristics of instruction
Characteristics of Instruction

The experiences provided to children are child-initiated, routine, or planned activities that:

A. Emphasize environmental transactions

B. Are meaningful and functional

C. Are developmentally appropriate

D. Are designed to produce change in repertoires

differences between abi other naturalistic approaches
Differences Between ABI & Other Naturalistic Approaches
  • Although individual children’s objectives are recognized and coordinated within activities, the focus is directed to the group as opposed to the individual.
  • ABI addresses the global needs of the child, not just language.
  • The primary vehicle for training is the use of activities that children choose or enjoy.
components of abi instruction
Components of ABI Instruction

Routine Planned,

or Child-Initiated

Activities

Embedded

Intervention

Targets

Logical

Antecedent &

Consequences

Generative

Functional

Skills

guidelines for the ab interventionist
Guidelines for the AB Interventionist
  • Permit the child to initiate activities whenever possible.
  • Follow the lead or initiation unless the behavior is too repetitive, regressive, or does not lead toward goals.
  • Introduce planned activities that have meaning.
  • Monitor involvement and interest in activities, and change or rearrange when motivation wanes.
  • Constantly observe behavior and act on opportunities to enhance their problem solving skills.
designing an abi lesson day
Designing an ABI Lesson/day
  • Describe children by: age, abilities, strengths and weaknesses
  • Identify priority goals
  • Describe setting (including resources and changes throughout the day)
  • Use observation to highlight individual: behaviors, interests, activities initiated, friends
  • Build an activity by skill matrix
  • Develop an antecedent/behavior consequence schedule (identify common antecedents, consequences, and reinforcers)
  • Establish a systematic monitoring system
activity by skill matrix
Activity by Skill Matrix

Children: Setting: Date:

references
References

Bricker, D. & Cripe, J. J. W. (1992). An Activity-based approach to early intervention. Baltimore, MD: Brookes.

Brown, J., Collins, A., & Duguid, P. (1989). Situate cognition and culture of learning. Educational Researcher, 17, 32-42.

Duchan, J., & Weitzner-Lin, B. (1987). Nurturan-naturalistic intervention for language-impaired children. ASHA, 29, 45-49.

Hart, B., & Risley, T. (1975). Incidental teachingof language in the preschool. Journal of Applied Behavior Analysis, 8, 411-420.

Kaier, A. P., Hendrickson, J., & Alpert, C. (1991). Milieu language teaching: Asecond look. In R. Gable (Ed.), Advances in mental retardation and developmental disabilities, (Volume IV, pp. 63-92). London, Jessica Kingsley Publisher.

Koegel, R. & Johnson, J., (1989). Motivating language use in autistic children. In G. Dawson (Ed.) Autism (pp. 310-325). New York: Guilford Press.

Mahoney, G. & Powell, A. (1984). The transactional intervention program. Woodhaven, MI: Woodhaven School District.

Mcdonald, J. (1989). Becoming partners with children. San Antonio, TX: Special Press, Inc.

Noonan, M. J., & McCormick, L. (1993). Early intervention in natural environments: Methods and procedures. Pacific Grove, CA: Brooks/Cole Publishing Co.

Odom, S. L. & McLean, M. E. (1996). Early Intervention/Early Childhood Special Education:Recommended Practices. Austin, TX: Pro-ed.

Warren. S., & Kaiser, A. (1986). Incidental language teaching: A critical review. Journal of Speech and Hearing Disorders, 51, 291-299.