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Slide Notes
1. Intro to who I am and what we do at Glenwood
2. worked with students who rocked their DTT, mastered their goals, but could not apply those skills in other environments, with other people (generalize). i also have worked with students who had difficulty focusing during a drill-like setting such as DTT but seemed to show gains when I least expected from everyday interactions or situations (naturalistic environments). Needed to learn through doing...
Generalization is the ultimate goal, so teaching for generalization is key. My goal today is to sing the praises of Naturalistic teaching and for everyone to leave knowing NT can be feasible and can be successful for those hard to reach students with complex needs. Naturalistic teaching may be more difficult to take data on and may take longer for skill acquisition, but don't let that deter you if it's best for your students.
2. worked with students who rocked their DTT, mastered their goals, but could not apply those skills in other environments, with other people (generalize). i also have worked with students who had difficulty focusing during a drill-like setting such as DTT but seemed to show gains when I least expected from everyday interactions or situations (naturalistic environments). Needed to learn through doing...
Generalization is the ultimate goal, so teaching for generalization is key. My goal today is to sing the praises of Naturalistic teaching and for everyone to leave knowing NT can be feasible and can be successful for those hard to reach students with complex needs. Naturalistic teaching may be more difficult to take data on and may take longer for skill acquisition, but don't let that deter you if it's best for your students.
Naturalistic Teaching
Published on Nov 02, 2019
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Naturalistic Teaching Strategies
Ashley Watkins, M.Ed., RBT
1. Intro to who I am and what we do at Glenwood
2. worked with students who rocked their DTT, mastered their goals, but could not apply those skills in other environments, with other people (generalize). i also have worked with students who had difficulty focusing during a drill-like setting such as DTT but seemed to show gains when I least expected from everyday interactions or situations (naturalistic environments). Needed to learn through doing...
Generalization is the ultimate goal, so teaching for generalization is key. My goal today is to sing the praises of Naturalistic teaching and for everyone to leave knowing NT can be feasible and can be successful for those hard to reach students with complex needs. Naturalistic teaching may be more difficult to take data on and may take longer for skill acquisition, but don't let that deter you if it's best for your students.
2. worked with students who rocked their DTT, mastered their goals, but could not apply those skills in other environments, with other people (generalize). i also have worked with students who had difficulty focusing during a drill-like setting such as DTT but seemed to show gains when I least expected from everyday interactions or situations (naturalistic environments). Needed to learn through doing...
Generalization is the ultimate goal, so teaching for generalization is key. My goal today is to sing the praises of Naturalistic teaching and for everyone to leave knowing NT can be feasible and can be successful for those hard to reach students with complex needs. Naturalistic teaching may be more difficult to take data on and may take longer for skill acquisition, but don't let that deter you if it's best for your students.
Photo by Joanna Kosinska
What is Naturalistic Teaching?
- Evidence-based strategy based on Applied Behavioral Analysis
- Takes place in natural setting
- Reward or reinforcer is related to the behavior and situation
- Centered around student choice and naturally occurring activities (teacher can set-up opportunities though)
Why Naturalistic Intervention?
- Engaging for students
- Building in generalization from beginning
- Easy for parents to implement at home (carryover for the win!)
- Fun for the teacher!
* I call it sneaky teaching
Photo by Jon Tyson
When to Implement?
- Generalization after skill acquisition in teacher controlled environment
- As means of skill acquisition
- Maintenance of mastered skills
Naturalistic Intervention can be used to teach social, language, academic, and life skills
*can apply this to all naturalistic teaching strategies I'll discuss in the presentation
Photo by Sandy Millar
Who Does It Help?
- Demand avoidant students
- Students who present stimulus over-selectivity
- students still working on learning readiness skills
- ALL LEARNERS!
over-selectivity: example- student mastering identifying days of the week in morning work, but the days were color-coded. When student is asked to touch Monday on the calendar, he cannot locate because associated with the color and did not attend to the letters of the word. Another example is when student only attends to one instructional cue such as teacher's eye gaze or pointing instead of the verbal component (e.g., if you're teaching a student to identify different items, they will not learn if they are only attending to where you are looking or pointing - you will find this out when you try to fade out the prompt)
Photo by Matese Fields
Incidental Teaching
Photo by Kelly Sikkema
What is Incidental Teaching?
- Naturalistic Intervention based on principles of Applied Behavior Analysis
- Programmed opportunities/set-up opportunities to elicit target skill
- Student led; centered around student choice
- Reward/reinforcer directly related to behavior
- Wait time is important
- Reward approximations/ attempts
Planning for IT
- Determine student's favorite items/activities (suggest preference assessment)
- Determine when and where opportunities are likely to occur
- Determine how to easily take data
- Accommodations (e.g., visual supports, AAC)
- Determine who will implement and if any training is needed
Data note: if parents are implementing at home, don't feel pressured to take data. Simply working on it at home provides tremendous support toward success
AAC speech generating device - get with SLP on way to minimize available words on device to make errorless for student if working on new word *don't use that feature all day though :)
AAC speech generating device - get with SLP on way to minimize available words on device to make errorless for student if working on new word *don't use that feature all day though :)
Photo by JESHOOTS.COM
Planning for IT
- Determine who will implement and if any training is needed
- Determine how to prompt/fade prompts
*know your learner! If learner doesn't like to be touched, you will not want to use physical prompting but maybe gesture and vocal
Photo by JESHOOTS.COM
Video Demonstration
Incidental Teaching in Reading Instruction
What you will see:
Targets for student: Turn taking and answering WH-questions
After video:
1.
2. Data Collection:
Targets for student: Turn taking and answering WH-questions
After video:
1.
2. Data Collection:
Incidental Teaching to Target Requesting
What you will see:
Targets for student: Turn taking and answering WH-questions
After video:
1.
2. Data Collection:
Targets for student: Turn taking and answering WH-questions
After video:
1.
2. Data Collection:
Data Collection
What is Pivotal Response Training?
- Developed by Drs. Robert and Lynn Koegel
- Naturalistic Intervention strategy based on ABA
- Reward or reinforcer is related to the behavior and situation
- Evidence-based strategy
- Uses preferred items as the stimulus or cue
*backgrounds in edu psychology and Lynn is SLP as well
What is Pivotal Response Training?
- Focuses on building following skills: motivation, responding to multiple cues, self-management, initiations
- Main components: student choice, reinforcer related to situation/behavior, reward attempts, interspersing mastered skills (build behavioral momentum), and varying tasks
- PRT vs IT: PRT presents more opportunities for repetition. PRT involves more shared control by instructor and student.
*Main Skills: These are pivotal skills conducive to learning new skills and generalization (a lot of students have deficits in these areas, which can impede learning)
*behavioral momentum analogy - gym and to-do list
*varying tasks: do you like to do the same thing over and over again? Our students get bored, too.
*behavioral momentum analogy - gym and to-do list
*varying tasks: do you like to do the same thing over and over again? Our students get bored, too.
Planning for PRT
- Determine student's favorite items/activities (don't forget restricted interests)
- Determine best time and place to implement
- Determine how to easily take data
- Accommodations (e.g., visual supports, AAC)
- Determine who will implement and if any training is needed
Photo by JESHOOTS.COM
Planning Checklist
Video Demonstration
PRT: Using Motivation for Communication
What you will see:
Targets for student: Turn taking and answering WH-questions
After video:
1.
2. Data Collection:
Targets for student: Turn taking and answering WH-questions
After video:
1.
2. Data Collection:
Video Demonstration
PRT: Multiple Cues
What you will see:
Targets for student: Turn taking and answering WH-questions
After video:
1.
2. Data Collection:
Targets for student: Turn taking and answering WH-questions
After video:
1.
2. Data Collection:
Data Collection
Wrap-up
- Naturalistic Teaching can reach those hard-to-reach students
- IT and PRT are similar except PRT has more repetition built in
- Have fun and be flexible!
Photo by Plush Design Studio
Resources
Photo by Damian Zaleski
