Familiar Programs That Incorporate Naturalistic Strategies

Naturalistic approaches which emerged out of contemporary behavioral literature, are based on developmental and pragmatic theories as well as applied behavioral analysis (ABA) (Prizant & Wetherby, 2000). In the following, we will look at several programs that are based on naturalistic strategies.

Milieu teaching – Is defined as a naturalistic, conversation-based teaching procedure in which the child’s interest in the environment is used as a basis for eliciting elaborated child communicative responses (Kaiser, Yoder, & Keetz, 1992). Milieu language teaching emphasizes following a child’s lead and the using multiple naturally occurring opportunities, prompts and cues for language use and natural consequences to reinforce verbal behavior. Milieu teaching is considered a contemporary ABA approach.

Incidental teaching – This approach is used to teach language as well as other developmental skills (Hart, 1985). In incidental teaching the adult takes advantage of naturally occurring situations to provide learning opportunities for the child. For example, the adult arranges the environment by placing items needed to complete a projects/activities out of reach, creating a need to communicate. Includes use of prompts and cues. Incidental teaching is considered a contemporary ABA approach. (Refer to ICAN lesson on incidental teaching for detailed information.)

Natural language paradigm (NLP) – In NLP, the environment is arranged so as to increase children’s opportunity to use language (Koegel & Koegel, 1995). The adult identifies situations in which a child wants an object or assistance and then waits for the child to make a response. If unsuccessful, the adult models a response. Prompting occurs by repeating the item. NLP is considered a contemporary ABA approach.

Joint action routines – A joint action routine is a specific strategy used to encourage communication skills (McClean & Snyder McLean, 1978). Specifically, the goal is to develop of spontaneous language and social understanding through the use of familiar and predictable routines. These routines are repeated and rehearsed frequently as a way to teach target language skills. (Refer to ICAN lesson on joint action routines for more detailed information.)

SCERTS Model of Intervention (Prizant & Wetherby, 2000) – This model is designed to enhance communication as well as social-emotional abilities. The SCERTS model incorporates naturalistic strategies into a comprehensive intervention program that includes supports for families.

Hanen early language program – (Weitzman & Mayerovitch, 1986) - The Hanen program is designed to improve language skills through natural parent-child interactions. The program has been modified for children with autism and focuses on natural interactions in daily routines. You can visit the website of the Hanen program at www.hanen.org.

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