naturalistic interventions: implementing in real life
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Naturalistic Interventions: Implementing in Real Life. A Personal Connection. What’s the difference?. Naturalistic Behavioral Interventions vs Developmental Social-Pragmatic Approaches. Naturalistic Behavioral Interventions. Core assumptions: Voluntary behaviors are learned - PowerPoint PPT PresentationTRANSCRIPT
Naturalistic Interventions:Implementing in Real Life
A Personal Connection
What’s the difference?
Naturalistic Behavioral Interventions
vs
Developmental Social-Pragmatic Approaches
Naturalistic Behavioral Interventions
Core assumptions:
• Voluntary behaviors are learned
• Behaviors are developed and maintained• Antecedents• Consequences
• Prompting, chaining, fading
Naturalistic Behavioral Interventions
Because of concerns with generalization, naturalistic practices have emerged:
• Incidental teaching
• Mand-model
• Time delay
• Milieu teaching
• Interrupted behavior chains
• Pivotal response training (PRT)
Developmental Social-Pragmatic Interventions
Core assumptions:
• Social-communication skills learned in a similar developmental sequence by all children
• Children learn through interactions with responsive caregivers
• Follow the child’s lead, respond to all communicative attempts, emotional affect is shared, adjust language and social input
• DIR/Floortime
• Denver Model
• Responsive Teaching
• Hanen
• SCERTS
Developmental Social-Pragmatic Interventions
Ingersoll, 2010
NPDC: Naturalistic Interventions
A collection of practices, including:
• Environmental arrangement
• Interaction techniques
• Strategies based on the principles of Applied Behavior Analysis
• Designed to encourage specific target behaviors based on interests by building on skills that are naturally reinforcing and appropriate.
NPDC: Naturalistic Interventions
In the context of daily routines throughout the day
Name some routines!
Step 1: Identify a target act
• Prelinguistic communication
• Linguistic communication
• Social skills
General Goal vs. Target Act
General Goal:Connor will increase his use of language during play.
Target Act:Connor will use the pronouns he, she, and it correctly
We’re going to pull the target act out!
Step 2: Collecting Baseline Data:What’s happening now?
Step 3: Training Team Members
Identify the team: Who will teach the skill?
Provide adequate training to team members.
(http://autismpdc.fpg.unc.edu/content/parent-implemented-intervention)
Step 4: Identifying Contexts for Intervention
• Learner-directed activities Free choice time
• Routine activities Snack time Daily jobs
• Planned activities Lesson plans: Science experiment example
Choice making should be built into all activities!
Step 5: Arranging the Environment to Elicit the Target Act
• Motivating materials
• Keeper of the goods
•Arrange the context to
•Encourage use of target act•Maintain interest
Video: Keeper of the Goods
Step 6: Eliciting the Target Act
Provide both
(6A) the foundation of the interaction, AND
(6B) the specifics on how the communicative partner interacts with the learner
Use principles of ABA to elicit the target act.
Step 6A:Engaging the learner
in an interaction Follow the learner’s lead Be at the learner’s level Respond to verbal and nonverbal initiations Provide meaningful verbal feedback Expand on the learner’s utterances
http://www.youtube.com/watch?v=CjCHG7qvYEc
Video: Language-rich, learner-directed,
reciprocal interaction
Step 6B: Using strategies derived from ABA to elicit target acts
ModelingMand-modelingModified time delayIncidental teaching
Video: Modeling
Video: Mand-Modeling
Video: Incidental Teaching
Step 7: Use data collection to monitor progress and determine
next steps
Case Study: Marco
Case Study: Aidan
Aidan’s activity matrix:
1.Review at tables
2.Discuss: • Pros of writing out a plan like this• How is this similar to things you already do?• What stands out as being very different?• What parts of this type of plan might be
useful in your work?
Team work
Complete an activity matrix for one of your target students, designed to elicit a target act from one of your priority goals.
Include at least three school routines, and at least one routine from home or the community.