Natural Environment Teaching Reading 3
Natural Environment Teaching Reading 3
Natural Environment Teaching Reading 3
Carbone Clinic
New York – Boston – Dubai
www.CarboneClinic.com
www.TheCarboneclinic.ae
University of Salerno
Salerno, Italy
January 2017
NATURAL ENVIRONMENT
TEACHING
• The most effective teaching of language includes teaching in all
settings throughout the day, across persons and circumstances.
• In addition, a full, rich language repertoire of a child includes:
– nonverbal responses to what someone says (listener
behavior)
– verbal responses specific to his/her motivation or MO
(mands)
– verbal responses that match exactly what someone else just
said (echoic)
– verbal responses to nonverbal stimuli in the environment
(tacts)
– verbal responses to what someone else just said that do not
exactly match what was just said (intraverbal)
1
• To develop a complete language repertoire like this, it is
essential to teach a child to respond this way in the natural
environment as well as during formal intensive teaching.
Presentation Overview
• Comparison of naturalistic teaching approaches (NTAs) and
discrete trial instruction (DTI)
2
Naturalistic Teaching Discrete Trial Instruction (DTI)
Approaches (NTAs)
• Loosely structured sessions paced • Highly structured sessions paced by
by the student (e.g., typical play the teacher (e.g., student seated at
setting) table across from teacher)
• Free operant responding • Discrete learning trials
• No pre-specified order for instruction; • Specific scope and sequence for
target stimuli selected based on the instruction; target stimuli selected
student’s motivation irrespective of the student’s motivation
• Target stimuli are varied every few • Target stimuli repeated until criteria
trials are met
• Reinforcers are functionally related to • Responses and reinforcers are not
responses functionally related
• Loose shaping contingencies; any • Correct or successive responses are
vocalization is reinforced often reinforced
• Decreased need for specific • Requires special procedures for
procedures to target generalization generalization because target stimuli,
because target stimuli, reinforcers, and reinforcers, and prompts are not
prompts are present in natural present in natural environments
environments
5
(adapted from Delprato, 2001; Koegel, O’Dell, & Koegel, 1987; and Sundberg & Partington, 1999)
3
Reasons to Teach Language in the Natural
Environment
1. Since responses are selected based on the student’s motivation
they may be learned (acquired) more quickly.
2. Best condition to teach manding (requesting).
3. Uses stimuli, prompt strategies, and reinforcers that are present in
the student’s natural environment.
4. Teaching can be conducted by everyone the student interacts with
(e.g., teachers, parents, peers).
5. Typically associated with less aversive conditions and therefore less
problem behavior (Koegel, Koegel, & Surratt, 1992).
6. Interactions can more easily represent typical conversational
exchanges (i.e., can more easily mix across different response types
on a natural way).
7. Less need for specific strategies for generalization since the settings
in which the responses are taught are the settings in which most
responses will later be required.
4
Incidental Teaching
Goals
– Increase the frequency and improve the complexity of a student’s spoken language
Procedures (Hart & Risley, 1974; Fenske, Krantz, & McClannahan, 2001)
– Set up the environment with materials of interest to the student
– Wait for the student to initiate an interaction with or request for an object
– Require the student to use more elaborate or complex language
• 30 second time delay
• Tell the student to ask for object
• Ask questions to evoke more elaborate language
• Model the response
– Provide the object of interest
This procedure has been used to teach adjective-noun combinations (Hart & Risley, 1968,
1974), compound sentences (Hart & Risley, 1975), conversational skills (McGee, Krantz,
& McClannahan, 1984), prepositions (McGee, Krantz, & McClannahan, 1985), reading
(McGee, Krantz, & McClannahan, 1986), receptive object labels (McGee, Krantz, Mason,
& McClannahan, 1983), and spontaneous and imitative speech (Charlop-Christy &
Carpenter, 2000).
Mand-Model
Goals
– To increase the frequency and complexity of spoken language by manding
(requesting) for the student to emit vocalizations
Procedures (Peterson, 2004)
– Set up the environment with materials of interest to the student
– Wait for the student to initiate an interaction with or request for an object
– Mand (request) for the child to emit a vocalization by modeling the desired
response
– Deliver the object of interest
This procedure, which is an extension of incidental teaching, has been used to teach
novel words and novel word combinations (Rogers-Warren & Warren, 1980) and
has been shown to promoted generalization across settings and time (Warren,
McQuarter, & Rogers-Warren, 1984).
10
5
Time Delay
Goals
– To teach students to initiate verbal interactions (i.e., to teach students to emit
spontaneous spoken language)
Procedures
– Identify a situation in which the students wants an object or help
– Wait for the student to initiate a response, typically between 2 to 15 seconds
– Model the response if the student does not initiate within the time delay
period
– Deliver the object or assistance requested
This procedure, which is also an extension of incidental teaching, has been used to
teach requests at meal times (Halle, Marshall, & Spradlin, 1979), requests during
free play, snacks, and lunch (Halle, Baer, & Spradlin, 1981), spontaneous requests
across settings (Charlop, Schreibman, & Thibodeau, 1985), saying “I love you” in
response to being hugged (Charlop & Walsh, 1986), and spontaneous speech
across settings (Charlop & Trasowech, 1991; Ingenmey & Van Houten, 1991).
11
Milieu Teaching
Goals
– Increasing the frequency and variety of spontaneous language within the context
of everyday social interactions
Procedures (Alpert & Kaiser, 1992)
– Training should be conducted in the natural environment by a significant other in
the student’s life (e.g., parents, siblings, teachers, peers)
– Language training should be functionally related to the student’s interests
– Linguistic forms, their functions, and strategies for learning language should all be
trained simultaneously
– Training periods should be brief and incorporate procedures from the models of
incidental teaching, the mand-model, and time delay
– Training should have a focus on generalization
This procedure, which is a combination of incidental teaching, the mand-model procedure,
and time delay with other naturalistic teaching techniques, has been used to increase
overall use of language (Alpert & Kaiser, 1992; Kaiser, Hancock, & Nietfeld, 2000;
Hancock & Kaiser, 2002), frequency of spontaneous language (Hemmeter & Kaiser,
1994), and increased mean length of utterance (MLU; Peterson, Carta, & Greenwood,
2005).
12
6
Natural Language Paradigm (NLP)
Goals
– To combine aspects of NTAs with aspects of DTI to improve spoken language
Procedures
– Model a vocalization and directly reinforce any attempts at imitation.
– Take turns passing a toy or other motivating stimulus back and forth between
student and teacher.
– Model a variety of spoken statements for each toy and frequently rotate
across several different toys.
– Share control with the student by follow his/her request to change toys or
change activities with a toy.
This procedure, which is based off of incidental teaching, has been used to increase
imitative, deferred imitative, and spontaneous vocalizations (Koegel, O’Dell, &
Koegel, 1987; Laski, Charlop, & Schreibman, 1988).
13
14
7
Natural Environment Teaching (NET)
Goals
– Increasing the frequency and variety of verbal behavior across all verbal operants
These procedures, which are based off of the NLP, have been used to teach “where” and “who” mands for
information (Sundberg, Loeb, Hale, Eigenheer, 2002), to teach spontaneous mands that occur solely under
the control of the MO (Sweeney-Kerwin, et al., 2007), to teach mands for missing items (Hall & Sundberg,
1987; Sigafoos, Doss, & Reichle, 1989), to improve the acquisition of tacts following mand training
(Arntzen & Almas, 2002; Carroll & Hesse, 1987), and to improve the echoic and tact repertoires following
mand training (Drash, High, & Tudor, 1999).
15
8
NATURAL ENVIRONMENT
TEACHING
• The most effective teaching of language includes teaching in all
settings throughout the day, across persons and circumstances.
• In addition, a full, rich language repertoire of a child includes:
– nonverbal responses to what someone says (receptive)
– verbal responses specific to his/her motivation or MO
(mands)
– verbal responses that match exactly what someone else just
said (echoic)
– verbal responses to nonverbal stimuli in the environment
(tacts)
– verbal responses to what someone else just said that do not
exactly match what was just said (intraverbal)
17
18
9
Naturalistic Teaching Discrete Trial Teaching (DTT)
Approaches (NTAs)
• Loosely structured sessions paced • Highly structured sessions paced by
by the student (e.g., typical play the teacher (e.g., student seated at
setting) table across from teacher)
• Free operant responding • Discrete learning trials
• No pre-specified order for instruction; • Specific scope and sequence for
target stimuli selected based on the instruction; target stimuli selected
student’s motivation irrespective of the student’s motivation
• Target stimuli are varied every few • Target stimuli repeated until criteria
trials are met
• Reinforcers are functionally related to • Responses and reinforcers are not
responses functionally related
• Loose shaping contingencies; any • Correct or successive responses are
vocalization is reinforced often reinforced
• Decreased need for specific • Requires special procedures for
procedures to target generalization generalization because target stimuli,
because target stimuli, reinforcers, and reinforcers, and prompts are not
prompts are present in natural present in natural environments
environments
19
(adapted from Delprato, 2001; Koegel, O’Dell, & Koegel, 1987; and Sundberg & Partington, 1998)
20
10
Reasons to Teach Language in the Natural
Environment
1. Since responses are selected based on the student’s motivation
they may be learned (acquired) more quickly.
2. Best condition to teach manding (requesting).
3. Uses stimuli, prompt strategies, and reinforcers that are present in
the student’s natural environment.
4. Teaching can be conducted by everyone the student interacts with
(e.g., teachers, parents, peers).
5. Typically associated with less aversive conditions and therefore less
problem behavior (Koegel, Koegel, & Surratt, 1992).
6. Interactions can more easily represent typical conversational
exchanges (i.e., can more easily mix across different response types
on a natural way).
7. Less need for specific strategies for generalization since the settings
in which the responses are taught are the settings in which most
responses will later be required.
21
These procedures, which are based off of the NLP, have been used to teach “where” and
“who” mands for information (Sundberg, Loeb, Hale, Eigenheer, 2002), to teach
spontaneous mands that occur solely under the control of the MO (Sweeney-Kerwin,
et al., 2007), to teach mands for missing items (Hall & Sundberg, 1987; Sigafoos,
Doss, & Reichle, 1989), to improve the acquisition of tacts following mand training
(Carroll & Hesse, 1987; Arntzen & Almas, 2002), and to improve the echoic and tact 22
repertoires following mand training (Drash, High, & Tudor, 1999).
11
NET
by Learner Profile
12
Child's name: Pablo Key: Score Date Color Tester
Date of birth: October 19, 2007 1st test: 7 12/11 MF
Age at tes ting: 4-2 1 4-8 2 3 4 5 2nd tes t: 21 6/12 SC
3rd tes t:
4th tes t:
5th tes t:
LEVEL 3
Mand Tact Listener VP/MTS Play S ocial Reading Writing LRFFC IV Group Ling. Math
15
14
13
12
11
○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○
LEVEL 2
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic LRFFC IV Group Ling.
10
○○○ ○○○ ○○○ ●○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○
LEVEL 1
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic Vocal
25
26
13
EARLY LEARNER NET LESSON PLAN: ANTHONY
ACTIVITY WHAT THE LEARNER WILL TALK ABOUT
Pairing N/A
Receptive:
• Stack the block
• Put the block on top
Motor Imitation:
• Knocking down blocks
• Stacking blocks
Intraverbals:
• Ready, set, “go” (part mand)
27
VIDEO (Anthony with Christy)
28
VIDEO (Sofia with Emily)
14
EARLY LEARNER NET LESSON PLAN: MAX
ACTIVITY WHAT THE LEARNER WILL TALK ABOUT
Receptive:
• Feet
• Stomp feet
• Clap hands
• Big Bird’s eyes
• Ernie
Motor Imitation:
• Stomping feet
• Nodding head
• Arms up
Tact (labeling):
• Sesame Street characters (“Big Bird,” “Zoe”)
29
15
Child's name: Zaire Key: Score Date Color Tester
Date of birth: May 10, 2006 1st test: 33.5 11/10 LF
Age at tes ting: 4.6 1 4.11 2 5.5 3 4 5 2nd tes t: 59 4/11 LF
3rd tes t: 88.5 10/11
10/11 KC
4th tes t:
5th tes t:
LEVEL 3
Mand Tact Listener VP/MTS Play S ocial Reading Writing LRFFC IV Group Ling. Math
15
14
13
12
11
○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ●○○ ○○○ ○○ ○ ○○○ ○○○ ○○○ ●●○
LEVEL 2
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic LRFFC IV Group Ling.
10
9 na
na
8
●○○ ●○○ ○○○ ○○○ ●○○ ●●○ ●○○ ○ ●○ ○○○ ●○○ ●○○ ●○○
LEVEL 1
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic Vocal
31
32
16
INTERMEDIATE LEARNER NET LESSON PLAN: JOHNNY
ACTIVITY WHAT THE LEARNER WILL TALK ABOUT
Tact (labeling):
• “Pig”
Intraverbal:
• Oink, oink… “pig”
• Moo, moo… “cow”
• Pig… “oink, oink”
• Meow… “cat”
33
VIDEO (Johnny with Cindy)
Intraverbal:
• Brown “bear,” brown “bear” (part tact)
Katie ABCs
34
VIDEO (Kaitlin with Laura)
17
INTERMEDIATE LEARNER NET LESSON PLAN: DECLAN
ACTIVITY WHAT THE LEARNER WILL TALK ABOUT
Receptive:
• Cake
• High 5
• Bee
• Cat
Motor Imitation:
• Itsy bitsy spider song movements
Tact (labeling):
• “Train,” “hat,” “cupcakes,” “bathroom,” “duck,” “shower,” “clock,” “butterfly,” “bug,”
“ladybug,” “bunny,” “car,” “spider,” “fire truck,” “bus”
Intraverbal:
• Duck… “quack, quack”
• Clock… “tick tock, tick tock”
• Train… “choo choo”
• Bee… “buzz”
• “Itsy Bitsy Spider” song fill-ins (e.g., “spider”… “spout”... “rain”… “out”…”sun”)
• “Wheels on the Bus” song fill-ins (e.g., “bus”… “round and round”… “town”… “waa”)
35
VIDEO (Declan with Danielle)
18
Child's name: Timmy Key: Score Date Color Tester
Date of birth: December 17, 2006 1st test: 106 11/10 WM
Age at testing: 3-11 1 4-5 2 4-11 3 5-5 4 5 2nd test: 115 5/11 SR
3rd test: 132 11/11 SR
4th test: 141 5/12 KS
5th test:
LEVEL 3
Mand Tact Listener VP/MTS Play S ocial Reading Writing LRFFC IV Group Ling. Math
15 n/a
n/a
14 n/a
n/a
13 n/a n/a
n/a n/a
12
11
○●○○ ○●○○ ○●○○ ○●○○ ○○●○ ●○● ● ○●○○ ●●○● ○●● ● ●○○○ ○○● ○ ●○○○ ○●● ○
LEVEL 2
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic LRFFC IV Group Ling.
10
9 n/a
n/a
8
●○○○ ○○● ○ ○○○○ ○○○○ ○○○○ ●●● ● ○○●● ○○○○ ○○○○ ○○○○ ○○○○ ○○○○
LEVEL 1
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic Vocal
37
38
19
ADVANCED LEARNER NET LESSON PLAN: CODY
ACTIVITY WHAT THE LEARNER WILL TALK ABOUT
Tact (labeling):
• Parts a features of a butterfly (e.g., “wings,” “antenna,” “body,” “legs”)
Reading a book: Mands (requests):
“Caterpillar • “Turn the page”
Spring”
Receptive:
• Sleeping
• Woodpecker
Tact (labeling):
• “Sun,” “caterpillar,” “another bird,” “ladybug,” “ant,” “bee,” “dragonfly,” “leaf,” “flower,”
“butterfly”
• Parts and features of a butterfly (e.g., “wings,” “antenna,” “body,” “legs”)
• “Yes”/”No”
• Pronouns (e.g., “his”)
Intraverbal:
• What says tweet, tweet? – “bird”
• What does a bee say? – “buzz”
• Tell me something that swims in the water – “fish”
39
VIDEO (Cody with Cindy)
Intraverbal:
• Tell me some other vehicles – “Garbage truck”… “passenger train”… “car”… “bike”
NET Videos
40
20