Description of Naturalistic Language Instruction

A naturalistic language strategy can be any spontaneous instruction that occurs when a child and adult are interacting in a naturally occurring interaction. Naturalistic language strategies are intervention techniques that closely resemble typical interactions and occur in typical settings, such as daily routines and play activities. Naturalistic strategies are considered child centered, in that the child takes an active part in determining the direction of the activity selected for therapy, and the adult follows rather than directs the interaction. Intervention tends to be natural extensions of typical adult- child interactions.

Naturalistic language strategies can be used across a wide range of environments—in the therapy room, classroom setting, home setting, playground, or other everyday situations.

Here’s an example.

Natalie and her mother are playing on the swing in their backyard. The mother pauses as Natalie sits on the swing. Natalie, wriggling her feet, looks toward mother and says “mommie, mommie.” Her mother responds by saying “mommie push” and pushes her in the swing. Natalie squeals with excitement. The mother says, “swinging, swinging” while pushing her daughter. When the swing stops, mom once again pauses, waiting for Natalie to say something. This time Natalie says nothing. Her mom models “mommy push” and holds the swing. Natalie repeats these words, and the mother pushes her daughter high in the air. This type of playful interaction repeats over and over again. In this example, the mother is teaching language in the course of an enjoyable interaction in a natural setting.

Naturalistic language approaches have increasing been viewed as a treatment of choice for children with language delays, including children with ASD. These strategies provide opportunities for children to learn skills in real and meaningful environments. Strategies are used with children within everyday activities, natural conversation and predictable routines. Because skills are taught as part of ongoing meaningful interaction, target skills may appear more meaningful to the child, aiding in acquisition and generalization.

Natural language strategies occur in semi-or loosely structured sessions paced by the child not the adult. Child-preferred activities and routines are the context for interaction. Language is most often initiated by the child with matched opportunities to speak by both child and adult. In other words, the adult does not solely drive the direction of the interaction.

Studies have shown that children with ASD benefit from the use of behavioral interventions to teach specific language skills. While more traditional behavioral interventions based on discrete trial teaching have been proven effective for teaching language, so have more naturalistic strategies based on contemporary behaviorism. In fact, in recent years numerous studies have favored naturalistic procedures over discrete trial approaches for teaching social-language skills to children with autism. The evidence supports the use of naturalistic teaching strategies over discrete trial procedures for teaching the range of language functions to children with autism. Some researchers suggest that discrete trial and naturalistic teaching strategies can be used to teach complementary language skills to children with autism. For example, discrete trial may be more effective in teaching language structure whereas naturalistic teaching strategies may be more effective for teaching application of language (Delprato, 2001) (Click HERE to learn more about discrete trial iinstruction).

Let’s look at a comparison of discrete trial and naturalistic strategies.

Naturalistic language strategies are not attributed to any single program or curriculum. Rather, the basic principles of natural language teaching are incorporated into numerous instructional teaching methods. Some familiar methods include:

• Incidental Teaching (Hart and Risely, 1982
• Joint Action Routines, (McLean & Snyder McLean, 1978)
• Milieu Language Intervention (Kaiser, Yoder, & Keetz, 1992))
• Natural Language Paradigm (Koegel & Koegel, 1995)
• Hanen Early Language Program (Hanen Centre, www.hanen.org)
• SCERTS Model (Prizant & Wetherby, 2000)

Further descriptions of these programs are included in the section, familiar programs that incorporate naturalistic strategies. Several of these instruction methods are also reviewed fully in other ICAN lessons such as Incidental Teaching and Joint Action Routines (click the names of interventions to learn more).

Each of the above methods varies slightly. It is not the intent to identify slight methodological differences. Rather the basic principles common to these techniques will be reviewed.