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Examples of Naturalistic Approaches to Intervention

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

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  1. 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

  2. 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

  3. 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

  4. 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

  5. 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.

  6. Components of ABI Instruction Routine Planned, or Child-Initiated Activities Embedded Intervention Targets Logical Antecedent & Consequences Generative Functional Skills

  7. 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.

  8. 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

  9. Activity by Skill Matrix Children: Setting: Date:

  10. 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.

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