What is Natural Environment Teaching (NET)?
Natural Environment Teaching (NET) also known as Naturalistic Intervention (NI) integrates the principles of ABA into the natural environment or into a learner’s everyday routines and activities so that the acquired skills may be more easily generalised.
An example of NET might include a learner’s favourite toys, such as animal figurines. The Behavior Technician (BT) can target the skill development of learning prepositions by engaging in play with the child and giving natural instructions using prepositions, i.e., ‘Let’s put this tiger next to the lion!’ When the child demonstrates the correct understanding of ‘next to,’ the BT might provide social praise. Or, the BT may make the lion and tiger roar, which is both naturally reinforcing and fun for the child. This increases the likelihood the child will demonstrate another correct understanding when the BT uses ‘next to’ in the future.
Evidence-base
Naturalistic intervention meets the evidence-based practice criteria set by the US National Professional Development Center on Autism Spectrum Disorder (NPDC) with 10 single case design studies. The practice has been effective with learners in early intervention (0-2 years) to elementary school learners (6-11 years). Evidence-based practices (EBP) and studies included in the 2014 EBP report detailed how naturalistic intervention can be used effectively to address: social, communication, joint attention, behaviour, and academic outcomes.
Benefits of Natural Environment Teaching
A benefit of NET is that it allows for teaching to be functional for the learner. It isn’t enough to memorise answers or responses if the knowledge doesn’t functionally apply to their everyday environment. By incorporating teaching into familiar environments, children are more likely to experience natural reinforcement outside of ABA sessions.
For example, teaching a child the function of a chair: sitting. A child might learn to say a chair is for sitting, but struggle to take direction when asked to siWhat is Natural Environment Teaching (NET)? t. During a play segment with a doll house, a BT might ask how a doll can sit at a table. If the child chooses the chair, they have demonstrated an understanding of the function in a natural play environment and generalised from the initial learning environment. This is how we can tell when a skill is truly mastered rather than memorised!
When children struggle to engage in play segments an external motivator can be used as a form of reinforcement. External motivators can be anything a child enjoys and considers a reward. They could include playing with stickers, bubbles, or playing a game on an iPad. After a play segment is completed and the targeted skills are demonstrated, using these motivators can act as a reinforcement. A visual cue such as a token board can also be used to show a learner when they are engaging in the desired behaviour and ‘earning’ access to the external motivator. As the learner further demonstrates independence and increased motivation for play routines, these motivators can gradually fade out while the play activity itself becomes reinforcing.
Conclusion remarks
NET allows learning to be natural and even fun for the learner. In the best NET segments, the child doesn’t even realise that they are learning or being taught a specific skill; it occurs naturally. Your Clinical Team is a great resource to help identify NET opportunities in your home and ensure that your child continues to develop skills across their natural environments.
References
Hancock, T. B., & Kaiser, A. P. (2002). The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topics in Early Childhood Special Education, 22(1), 39-54. doi: 10.1177/027112140202200104
Ingersoll, B., Dvortcsak, A., Whalen, C., & Sikora, D. (2005). The effects of a developmental, social—Pragmatic language intervention on rate of expressive language production in young children with autistic spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(4), 213-222. doi: 10.1177/10883576050200040301
Koegel, L. K., Carter, C. M., & Koegel, R. L. (2003). Teaching children with autism self-initiations as a pivotal response. Topics in Language Disorders, 23(2), 134-145. doi: 10.1097/00011363-200304000-00006
Koegel, R. L., Camarata, S., Koegel, L. K., Ben-Tall, A., & Smith, A. E. (1998). Increasing speech intelligibility in children with autism. Journal of Autism and Developmental Disorders, 28(3), 241-251. doi: 10.1023/A:1026073522897
Koegel, R. L., Koegel, L. K., & Surratt, A. (1992). Language intervention and disruptive behaviour in preschool children with autism. Journal of Autism and Developmental Disorders, 22(2), 141-153. doi: 10.1007/BF01058147
Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool and examination of naturalistic tactics. Topics in Early Childhood Special Education, 21(2), 93-103. doi: 10.1177/027112140102100203
McGee, G. G., & Daly, T. (2007). Incidental teaching of age-appropriate social phrases to children with autism. Research and Practice for Persons with Severe Disabilities, 32(2), 112-123. doi: 10.2511/rpsd.32.2.112
Olive, M. L., De la Cruz, B., Davis, T.N., Chan, J.M., Lang, R.B., O’Reilly, M.F., & Dickson, S.M. (2007). The effects of enhanced milieu teaching and a voice output communication aid on the requesting of three children with autism. Journal of Autism and Developmental Disorders, 37, 1505-1513. doi: 10.1007/s10803-006-0243-6
Seiverling, L., Pantelides, M., Ruiz, H. H., & Sturmey, P. (2010). The effect of behavioural skills training with general‐case training on staff chaining of child vocalisations within natural language paradigm. Behavioral Interventions, 25(1), 53-75. doi: 10.1002/bin.293
Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using behaviour modification procedures. Journal of Child Psychology and Psychiatry, 44(3), 456-468. doi: 10.1111/1469-7610.00135