Basic Elements of Naturalistic Language Instruction

When done correctly, natural language instruction seems effortless. This is not the case, however. Careful planning and thoughtful use of techniques is critical if intervention is to be effective. As for any type instruction, the teacher or caregiver must know exactly what the goals for intervention are. From that set of goals they must make a plan of how they will achieve the goals. It is often easier to make such plans in structured therapy when the adult is able to direct and control the action, from beginning to end, whereas when following a child’s lead, the adult must constantly be aware of goals and integrate intervention strategies seamlessly into the natural interaction. While more traditional trainer-oriented approaches are conducted in structured therapy environment, natural strategies require teaching opportunities throughout the day. The adult must continually identify reinforcing communication opportunities that will be functional. This takes training and practice.

Let’s take a look at some of the basic elements of instruction.

Element #1: Create an Environment That Invites Communication

Nearly every setting and activity has the potential to enhance language skills. However, some settings need to be enhanced or engineered to create rich learning opportunities. Whether it’s a therapy room, a home setting or a community outing, an environment must be created where the child has to initiate communication. Look at the language opportunities that can take place in the following activities.

Sometimes it is difficult to find naturally occurring opportunities that appropriately target language goals. For example, the existing daily routine or interaction may lack rich language opportunities. In these situations it is necessary to set up situations or “temptations” that will entice the child to communicate. Such temptations are related to the activity but designed to increase the need to use language. For example, you might:

• Place favorite materials slightly out of reach
• Set up a turn-taking routine and then unexpectedly break the routine
• Be creatively foolish. Do something that will make the child will immediately take notice. Use an object that doesn’t work or use it in a way that is unexpected for the activity.

Element #2: Establish Joint Attention

Since natural strategies are less directed than traditional behavioral strategies, it is critical to capture the child’s attention in the interaction before using more specific language strategies, because if the child is not attentive, modeling strategies will be of little use. In order to gain a child’s joint attention, it is important to find an activity or routine that is meaningful to the child. It is also important that the adult is positioned at the child’s eye level in face-to-face interaction. Physical positioning is a powerful means of creating a communication bond with a child.

Element # 3: Listen More, Talk Less

It is important not to anticipate a child’s every need. Pausing, waiting, or giving an expectant look shows the child it is necessary to talk. When adults pause after they speak, they create an opportunity for the child to speak; when adults pause after the child speaks, they allow the child to say more. It is critical not to rush communicative exchanges.

Observe the child and follow his lead. By observing the child, you get a better idea of what he is interested in—what motivates him to speak. However, a word of caution is needed here. Following a child’ lead does not mean doing something that you consider to be socially inappropriate. Instead, follow his interests and create appropriate opportunities for communication.

Element #4: Use Natural Input Techniques

Modeling simply means presenting an example of what a child should say. A verbal model lets the child hear words or phrases that she can repeat. Rather than attempting to correct the child, you are giving feedback about what the child should say. Modeling can take the form of parallel talk (e.g., talking about what the child is doing) and self-talk (e.g., talking about what you are doing).

Parallel talk is considered parallel because your language mirrors what the child is doing. It gives the child words to match her actions and helps her label her own world. Self-talk involves saying what you are doing. Self-talk calls attention to your actions and gives words to what you are doing. Elaboration techniques involves saying what the child says but revising it slightly; that is, making it slightly more complex in grammar or content. It is considered a revision technique. Elaboration gives children positive correction within a natural interaction.

There are two main types of elaboration: expansion and extension. Expansion involves repeating what a child has just said but adding grammar that was missing.

Child: “baby sleep”
Adult: “baby is sleeping”

Extension involves adding new related information to what the child has just said. This technique allows the adult to model concepts or new information for the child.

Child: “that ball”
Adult; “that’s a blue ball,” “a big blue ball”

Remember modeling will work only if you have the child’s attention. The child must learn from your model using your model’s phrase immediately, or later in spontaneous situations. You can increase attention by slowing down and emphasizing words. Sometimes using a partial model will work. This means saying the first part of a word or phrase and waiting for the child to complete the phrase. Sometimes it is necessary to use a spoken cue such as “say …” or “tell me …” Be cautious when using spoken cues, however, because they interrupt the natural flow of conversation. In addition, children who are echolalic may repeat the phrase, including the spoken cue.

Ask questions appropriately. Asking questions will keep a child involved in conversation, but too many questions place a child in the responder role only and don’t allow the child to initiate communication. If a child with ASD hears question after question, he may repeat this model and start using questions as the main method of engaging in conversation.

Element # 5: Use Natural Reinforcement and Consequences

Reinforcement that is functionally related to the child’s behavior is an important part of naturalistic instruction. Rather than using artificial reinforcers or using phrases such as “good talking,” natural, functional – verbal as well as nonverbal - reinforcers are more closely linked to the meaning of the child’s communication. That is, if the child requests bubbles, her request is verbally acknowledged and she is given the bubbles. When experiences are fun, the activity itself acts as a natural reinforcer.

Element # 6: Maintain Accountability

While naturalistic strategies appear to offer an attractive option for therapy, there are certain drawbacks in implementation, especially in terms of data collection and accountability. For example, manual record keeping often seems to interfere with establishing and maintaining a natural interaction. As a result, data collection may need to be collected in less traditions ways, possibly through audio or video sampling or through observation sampling by another adult. Regardless of style, systematic data collection is critical.