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Use when designing naturalistic teaching procedures, embedding learning opportunities in ongoing activities, implementing incidental teaching or milieu strategies, or programming for generalization of skills taught in structured formats.
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SOC 職業分類に基づく
| name | natural-environment-teaching |
| description | Use when designing naturalistic teaching procedures, embedding learning opportunities in ongoing activities, implementing incidental teaching or milieu strategies, or programming for generalization of skills taught in structured formats. |
Natural environment teaching encompasses a family of naturalistic, learner-directed instructional procedures that embed teaching opportunities within ongoing activities, routines, and play. NET leverages the learner's existing motivation (establishing operations) to create functional learning opportunities that promote generalization and maintenance from the outset.
NET is organized around the learner's current motivating operations (MOs). Rather than creating artificial motivation through contrived S^Ds, the clinician identifies or arranges conditions where the learner is already motivated to access items, activities, or social interactions. Teaching occurs at the moment of motivation, making the learned response immediately functional.
Capturing: The clinician observes the learner's naturally occurring interests and uses those moments as teaching opportunities. The learner reaches for a toy — the clinician prompts a mand before delivering it. The learner looks at an airplane overhead — the clinician models "airplane" and waits for an echoic.
Contriving: The clinician arranges the environment to create motivation. Strategies include:
The original incidental teaching procedure follows a specific sequence:
The natural reinforcer is critical: the consequence is the item/activity that motivated the initiation, not an arbitrary reinforcer. This maintains the functional relationship between the response and its consequence.
The clinician presents a verbal model of the target response in the context of the child's interest. If the child imitates, they receive the item. If no imitation occurs, the clinician models again and may prompt.
The clinician presents a mand (a question or instruction) related to the child's interest: "What do you want?" or "Tell me what you need." If the child responds correctly, they receive the item. If not, the clinician models the correct response.
The clinician creates a natural opportunity (e.g., holding a desired item) and waits a specified interval (5–15 seconds) for the child to initiate. If the child initiates with the target response, they receive the item. If no initiation occurs, the clinician provides a prompt.
As described above — waiting for child-initiated interest, requesting elaboration, prompting if needed, delivering the natural reinforcer.
These strategies form a hierarchy of intrusiveness: model (most intrusive) → mand-model → time delay → incidental teaching (least intrusive, most child-directed).
Plan target skills that can be addressed across multiple activities and contexts:
NET requires planning and intention despite appearing unstructured. Before each session:
Data collection is more challenging in NET than in DTT because trials are not clinician-initiated. Strategies:
NET is indicated when:
The most effective programs combine structured and naturalistic teaching. A common model:
Some learners acquire skills more readily in NET from the start; others require the structure of DTT before transferring. Individualize based on data.
Use when conducting systematic literature reviews of behavior analytic research, building search strategies, evaluating single-subject study quality, and synthesizing findings across ABA studies.
Use when administering, scoring, or interpreting the ABLLS-R — covers all 25 skill areas, 544 tasks, task-analyzed scoring, and linkage to individualized program development.
Use when writing behavior analytic manuscripts for journal publication, including APA formatting, JABA-style structure, precise behavioral language, and reporting single-subject research results.
Use when administering, scoring, or interpreting the AFLS — covers all six modules, functional living skill assessment across the lifespan, scoring procedures, and treatment goal linkage for adolescents and adults.
Use when designing proactive strategies to prevent problem behavior by modifying environmental events that precede behavior, including NCR, high-p sequences, visual supports, and demand fading.
Use when defining target behaviors operationally, selecting appropriate measurement procedures, and designing data collection systems for behavior analytic assessment and intervention.
