Definitions of Curriculum

1
Examples of Naturalistic Approaches to
Intervention
Milieu Focuses on bridging the gap between the
training environment and the natural
environment Nurturant-naturalistic Moves from
direct instruction to education in which the
child takes the interactive lead and to
naturalistic contexts. Joint-action Establishes
structured interaction routines through which to
teach skills Transactional Intervention Program
Focuses on the quality of the interactive
behavioral match between children and their
primary caregivers Natural Language Teaching
Developed for children with Autism
2
Activity Based Instruction Example of
Naturalistic Approach to Education

• Goal To improve childrens acquisition and use
  of important motor, social, affective,
  communication, and intellectual behaviors that,
  in turn are integrated into response repertoires
  that are generative, functional, and adaptable.
  (Bricker Cripe, 1992).
• Generative Repertoire responses that can be
  adapted to meet novel or challenging conditions
• Functional Repertoire Responses that are useful
  in the natural environment
• Adaptable Repertoire Responses that can be
  modified accommodate the physical or social
  restraints of a situation

3
Theoretical Basis of ABI

• Both the immediate and larger socio-cultural
  environment influence a childs development.
• The child must be actively engaged to learn.
• Children learn best in functional and meaningful
  activities.
• Activity, culture, concept are interdepdent..
  Brown Duguid, 1989

4
Characteristics of Instruction

• The experiences provided to children are
  child-initiated, routine, or planned activities
  that
• A. Emphasize environmental transactions
• B. Are meaningful and functional
• C. Are developmentally appropriate
• D. Are designed to produce change in repertoires

5
Differences Between ABI Other Naturalistic
Approaches

• Although individual childrens objectives are
  recognized and coordinated within activities, the
  focus is directed to the group as opposed to the
  individual.
• ABI addresses the global needs of the child, not
  just language.
• The primary vehicle for training is the use of
  activities that children choose or enjoy.

6
Components of ABI Instruction
Routine Planned, or Child-Initiated Activities
Embedded Intervention Targets
Logical Antecedent Consequences
Generative Functional Skills
7
Guidelines for the AB Interventionist

• Permit the child to initiate activities whenever
  possible.
• Follow the lead or initiation unless the behavior
  is too repetitive, regressive, or does not lead
  toward goals.
• Introduce planned activities that have meaning.
• Monitor involvement and interest in activities,
  and change or rearrange when motivation wanes.
• Constantly observe behavior and act on
  opportunities to enhance their problem solving
  skills.

8
Designing an ABI Lesson/day

• Describe children by age, abilities, strengths
  and weaknesses
• Identify priority goals
• Describe setting (including resources and changes
  throughout the day)
• Use observation to highlight individual
  behaviors, interests, activities initiated,
  friends
• Build an activity by skill matrix
• Develop an antecedent/behavior consequence
  schedule (identify common antecedents,
  consequences, and reinforcers)
• Establish a systematic monitoring system

9
Activity by Skill Matrix
Children Setting Date
10
References

• Bricker, D. Cripe, J. J. W. (1992). An
  Activity-based approach to early intervention.
  Baltimore, MD Brookes.
• Brown, J., Collins, A., Duguid, P. (1989).
  Situate cognition and culture of learning.
  Educational Researcher, 17, 32-42.
• Duchan, J., Weitzner-Lin, B. (1987).
  Nurturan-naturalistic intervention for
  language-impaired children. ASHA, 29, 45-49.
• Hart, B., Risley, T. (1975). Incidental
  teachingof language in the preschool. Journal of
  Applied Behavior Analysis, 8, 411-420.
• Kaier, A. P., Hendrickson, J., Alpert, C.
  (1991). Milieu language teaching Asecond look.
  In R. Gable (Ed.), Advances in mental
  retardation and developmental disabilities,
  (Volume IV, pp. 63-92). London, Jessica Kingsley
  Publisher.
• Koegel, R. Johnson, J., (1989). Motivating
  language use in autistic children. In G. Dawson
  (Ed.) Autism (pp. 310-325). New York Guilford
  Press.
• Mahoney, G. Powell, A. (1984). The
  transactional intervention program. Woodhaven,
  MI Woodhaven School District.
• Mcdonald, J. (1989). Becoming partners with
  children. San Antonio, TX Special Press, Inc.
• Noonan, M. J., McCormick, L. (1993). Early
  intervention in natural environments Methods and
  procedures. Pacific Grove, CA Brooks/Cole
  Publishing Co.
• Odom, S. L. McLean, M. E. (1996). Early
  Intervention/Early Childhood Special
  EducationRecommended Practices. Austin, TX
  Pro-ed.
• Warren. S., Kaiser, A. (1986). Incidental
  language teaching A critical review. Journal
  of Speech and Hearing Disorders, 51, 291-299.