1. Taking ABA into the Natural Environment
Angela Saturno, MS, BCBA
Syracuse, NY
Shelli M. Harris, MS, BCBA
Milford, NH

2. Instructional Technologies derived from Behavior Analysis
Fluency-Based
Instruction
Precision Teaching
Errorless
Learning
Incidental Teaching
Instructional
Technologies
Programmed Instruction
Personalized System of Instruction
Naturalistic
Behavioral Approaches
B.F. Skinner Programmed instruction allows student to progress at their own rate. Now on computer. Ordered sequence of items, response, feedback, progression or go back. PSI-Fred S. Keller programmed learning in the classroom
Script Fading
Discrete Trial Instruction
Pivotal Response Training
Direct Instruction

3. An Implicit Technology of Generalization
Train and Hope – Generalization is not actively pursued
Sequential Modification – Systematically train for generalization
Introduce to Natural Maintaining Contingencies – Transfer of behavior control from the teacher/experimenter to natural contingencies
Train Sufficient Exemplars – Teach another, then another, then another, until generalization occurs consistently
Train Loosely – Careful, restricted conditions vs. looser more variable conditions
Use Indiscriminable Contingencies – Intermittent schedules of reinforcement…never knows in which setting a response will or will not be reinforced
(Stokes & Baer, 1977)

4. Naturalistic Behavioral Approaches
Naturalistic teaching involves using materials and other activities in which the child finds interesting and arranging the environment to improve speech, increase spontaneous language, and encourage generalization
Examples of naturalistic approaches
Pivotal Response Training (PRT)
Incidental Teaching (IT)
Script Fading
Naturalistic procedures
Loosely structured sessions
Trials initiated and paced by the child
Use of stimulus that may be selected by the child
Variation of stimuli across trials
A variety of prompts
Incorporates naturalistic reinforcement
Naturalistic teaching involves using materials in which the child finds interesting and arranging the environment to increase speech and encourage generalization. Three types of Naturalistic approaches include pivotal response training, incidental teaching and script fading. When using naturalistic procedures the sessions are less structured and involve the use of a variety of stimuli, natural reinforcement and prompting procedures
(Cowen & Allen, 2007)

5. Naturalistic Behavioral Approaches
The three general principles include:
Natural consequences
Occur naturally and do not require rigid programming
Incorporation of mediators
Training using stimuli in which the student will come in contact in other situations and in the natural environment
Training diversely
Training with less rigidity under varying conditions using a variety of stimuli
More closely matches naturally occurring events
Generalization is encouraged by using natural consequences, incorporating mediators and training with diversity. An example of a natural consequence would be if a child see the trainer holding an interesting toy and request for the toy (either through prompting or independently) the child gets the toy. An example of incorporating mediators involves training loosely for example instead of using the same rigid SD the trainer will present a variety of SD. When we talk about training with diversity what we’re really saying is training can occur under a variety of conditions. For example, we can teach color identification during a board, while looking at a book or while picking out clothing. Cowen and Allen suggest that all of these procedures are meant to loosen up the teaching environment so it is more like what the student will experience in every day life
(Cowen & Allen, 2007)

6. Naturalistic Behavioral Approach: Research
Ingersoll and Schreibman (2006) taught object imitation using a naturalistic behavioral approach
Contingent imitation – Therapist imitated child's motions with objects, vocalizations, & gestures
Linguistic mapping- provided a running commentary
Interspersed contingent imitation with bids for child to imitate therapists behavior
Actions modeled with novel toys
Used 3 trials before physically prompting
Results: Participants increased imitation skills and generalized these skills to novel environments. Also increased language, pretend play, and joint attention.
Ingersoll and Schreibman used a behavioral approach to teach object imitation using a multiple baseline design across 5 participants. Participants exhibited an increase in imitation skills and these skills generalized to novel environments. An addition, collateral effects were exhibited in language, pretend play and joint attention.
(Ingersoll & Schreibman, 2006)

7. The Motivating Operation (MO)
Motivation
The Motivating Operation (MO)
An environmental event or stimulus condition that momentarily alters the reinforcing effect of desired events
Increases the frequency of behavior that has produced the reinforcer in the past
(Michael, J. 1993, 2000)

8. Motivation in naturalistic settings
Importance of pairing yourself up with reinforcers
Satiation/Deprivation-popcorn & grapes
“Best reinforcers” are accessed through us
We may give the reinforcer non- contingently (freely) at first.
We may slide in a few “requests” or target skills

9. Multiple Control of the Mand: Research
Motivating Operation (MO) as an independent variable
Transferred the control of the mand to the motivating operation (for some this may take explicit and systematic fading)
When both the item and MO are present; mand considered multiply controlled (part tact/part mand)
Ask for item when MO is high even if item is not present
Rolling time delay: item present and mand occurs, considered multiply controlled (MC) if within 15 seconds mand = MC (impure) if mand occurred between 16 seconds - 2-min= pure mand
Prompt fade procedures
(Sweeney-Kerwin, Carbone, O’Brien, Zecchin, Janecky, 2007)

10. Preference assessment
Single-Stimulus Preference Assessment
Items are presented one at a time to the child, who can interact with the item
Identifies a wide variety of reinforcers
Paired-Choice Preference Assessment
Two items are presented simultaneously to the child, who has to choose one item
Rank the order of each item
Multiple-Stimulus Preference Assessment
Multiple items are presented simultaneously to the child, who can choose one item.
Access to item is granted (30 seconds)
Selected items are then removed (without replacement).
Other items re presented (different order)
Rank student’s preferences in order chosen.
More efficient than paired-choice.

12. (Berg, Wacker, & Steege, 1995)

13. (DeLeon & Iwata, 1996)

14. Incidental Teaching Interactions between an adult and child
Arises naturally in an unstructured situation (e.g. free play)
Child initiated
Child initiates (look, request, vocal, gesture, sign)
Adult provides attention (physical approach, eye contact, questioning look)
Adult decides what behavior is to be obtained
Adult decides what prompt level to employ
Incidental teaching initially designed to facilitate generalization
To facilitate spontaneous use of language
(Hart & Risley, 1975)

15. Incidental Teaching: Research
Taught children nouns-labels for items they requested “truck”
Taught compound sentences “I want a truck” to increase adult asked, “why?” “What are you going to do with it?” then prompted use of whole sentence “I want a truck so I can play with it”
Adult directed request to peer “Ask Bill to get it for you”
Results replicated earlier studies by Hart & Risley (1968 & 1974)
Increased unprompted use of compound sentences in all 11 children
Increased first to teachers
Then increased to peers who attended to the child’s request for play materials
(Hart & Risley, 1975)

16. Incidental Teaching: Research
Increasing reading skills
Two children with autism acquired sight word reading skills in the context of a play activity.
Access to toy was granted when label of toy was selected
Up to a FO5
Generalization probes showed reading skills to locate toys in labeled boxes
In a 1986 study, researchers taught two children with autism sight word reading during play activities. Children gained access to toys by selecting the toy label. The tasks required increasingly complex visual discrimination during the paly activities. The students acquired 5- choice discrimination and also demonstrated reading skills by locating toys in labeled boxes
(McGee, Krantz & McClannahan, 1986)

17. Scripts and script fading
Scrip fading is used to teach verbal interactions
Students learn a script and then it is faded
Ex: “I like dolls” would be faded to “I like” then “I” and then just a blank paper, then nothing
Scripts can be presented as written or auditory stimuli
The use of scripts and script fading allows fading of verbal and other prompts
Responses may generalize once fading starts i.e. if taught, “I like dolls,” student may continue to verbalize the script and say new words
Scripts and script fading is used to teach verbal interactions to individuals with autism and other language delays. A teacher presents a script and once the student learns it, fading begins. For example if teaching the script , “I like dolls” first we would teach the scrip to mastery, then fade the last word….then the second to the last word and so on until just a blank paper is presented. Fading continues until no visual stimulus is presented. The nice thing about using scripts and script fading is that it reduces the need for verbal prompts. Also once the script is faded the student may continue to verbalize the script and say new words…for example, I like pizza!
(McClannahan & Krantz, 2005)

18. Scripts and script fading: Research
Krantz and McClannahan (1998) used the scripts “Look” and “Watch me” to teach verbal interactions in three boys with autism ages 4, 4 and 5
Researchers imbedded the textual cues in the student’s picture schedules
Results showed improvements in unscripted interactions and verbal elaborations
Unscripted interactions generalized to other activities
Unscripted interactions continued post treatment
In a 1998 study researchers used scripts to teach verbal interactions in three boys with autism. They imbedded the textual cues “look” and “watch me” in the student’s activity picture schedules. The results of the study showed that students improved their unscripted interactions and verbal elaborations. Also unscripted interaction generalized to other activities and continued post treatment
(Krantz & McClannahan, 1998)

19. Pivotal Response Training
PRT is a behavioral intervention that focuses on teaching in pivotal areas that may have collateral effects and produce generalization
Responsivity to multiple cues
Motivation
Child choice
Natural reinforcers
Interspersing maintenance trials with skills acquisition
Reinforcement for attempts
Self management
Self initiation
Pivotal response training is a behavioral intervention that focuses on teaching in these pivotal areas. To address the issue of overselectivity, PRT uses multiple cues. For example a conditional cue may be used as a trainer asks a child to get a red T shirt among an array of other different colored shirts and other types of shirts. Another pivotal area is Motivation. To increase motivation allow the student to make choices, vary tasks during the teaching session, intersperse skills acquisition with previously learned skills, use minimally intrusive prompting, provide reinforcement for the child’s attempts and teach turn taking within the context of the activity. Also use natural reinforcers. A natural reinforcer is one that is directly related to the task. When the child emits the desired response he/she will obtain the reward. Another pivotal area is self management. Self management includes using identified reinforcers and teaching the individual to use a self-monitoring device and fading the devise. Students are encouraged to select and administer their reinforcers and participate in setting their own goals. Self initiation is considered a pivotal area due to the potential for wide spread learning opportunities in everyday life. For example teaching a student how to ask a question through prompting and prompt fading, may lead to spontaneous questing asking in the natural environment and thus lead to the start of a conversation.
(Koegel, Koegel, Harrower & Carter, 1999)

20. Pivotal Response Training: Research
Pierce and Schreibman (1997) taught peers how to implement pivotal response training strategies and measured the effects on social behavior in two children with autism
Training took place in the classroom and during recess
Dependent measures included, initiation of play, initiation of conversation, and maintenance of interactions
Results showed an increase in initiations from baseline for both participants
Both participants maintained skills at post treatment
In a 1997 study, researchers taught peers how to implement PRT strategies to teach play and conversation initiation in 2 children with autism. Results showed an increase in all dependent measures and both participants maintained skills at post treatment
(Pierce and Schreibman, 1997)

21. Verbal Operants
Echoic -Vocal imitation/echoing the sounds and word of others
Mand-Requesting wants and needs
Motor Imitation-Copy movement
Tact- TFFC (Tact by Feature, Function, Class)-Labeling or describing things.
Intraverbal-Verbally (or using sign language) responding to questions, participating in conversations, filling in the blank
Autoclitic - using phrases like “I think…I really… I played…speaker’s own VB functions as SD or MO for more speaker behavior.
Textual- Reading words
Copying a text- Copying words
Transcription – spoken word evokes written, typed, or finger spelled response

22. Listener Behavior
Receptive When the learner “receives information” and follows directions or instructions, discriminates between pictures and objects (i.e. “clap”, pick up that toy, give me the juice)
RFFC (Receptive given feature, function or class.) responding when provided a description of an item or thing and not their “name”.
RFFC “Can you think of something that has feathers…Name 3 animals, What do I write with…

23. Increasing language: Setting up the environment
We know the child wants to go outside and jump on the trampoline.
We obtain a mand for “trampoline” or “jump”
Using the Transitive Conditioned Motivating Operation (CMO-T) contrive opportunities to increase manding
Socks, shoes, help, outside, door, unlock, open, jump, high, higher, run…

24. CMO-T

25. Mand
B.F. Skinner coined the term “Mand” in his book Verbal Behavior published in “The term “mand” has a certain mnemonic value derived from “command, ” “demand,” “countermand,” and so on, and is conveniently brief.” (Skinner, pp. 35–36)
“The mand occurs when the form of the verbal response (what the person says) is under the functional control of motivating operations (what a person wants) and specifies its reinforcement (what the person gets) ” (Sundberg, (2008) pp. 6) i.e. I ask for juice, I get juice
So if I want something…I will “mand” for it.
Make a request.
Naturalistic behavioral approaches
include the mand-model procedure.
“I want it NOW”
Read 1st paragraph pg. 35 “Verbal Behavior” deprivation, satiation, aversive stimulus…lights, sound

26. Manding

28. Joint Attention
Child spontaneously shifts gaze between object and adult for the purpose of sharing; child must make eye contact
Adult looks at the child, points and says, “Look up there”
Child takes eye gaze to the airplane
Child shifts gaze, makes eye contact with adult, and says,
“Airplane”
Adult Child
(Ingersoll & Schreibman, 2006)

29. Tact, receptive command, mand
A child looks at the swing set (MO)
Adult says, “what’s over there?”
Child says, “swing” (tact/mand)
Adult says, “let’s go” (receptive command)
Child & adult run toward swing
There are 2 kick balls (red and green) in the way.
Adult says, “Give me the red ball” (discrimination training)
Child picks up and gives adult the red ball. (verbal praise)
Child sits on the swing and you wait 5 second (time delay)
Child says, “push me!” (mand)
You push the child on the swing (reinforcement)

30. Intraverbals
The child enjoys a few specific songs. You use these songs to get the child to “fill in the blank”…”SpongeBob SquarePants, SpongeBob SquarePants, SpongeBob_________” or “Mary had a little _____.” Do, re, me, fa, sol, la, ti, ___
“What are some things we can do at the park?”
Teaching turn taking while playing a game:
The child loves to play the blues clues matching game. We use this game to teach turn taking.
Game play teaches many skills…waiting
your turn, labeling, asking,
rule governed behavior…etc

31. What do you hear?

32. Prompting Verbal Prompt- using words to hint at the correct response
Visual Prompt- using a visual cue or picture
Gestural- pointing or looking toward something
Modeling- demonstrating the behavior (imitation training)
Tactual or Physical- a touch or nudge
Physical or Manual Guidance-(hand over hand)
Most to Least Prompts- used when targeting a new skill
Least to Most Prompts-used when targeting mastered skill

33. Prompting
Time Delay- wait before prompting…increase prompt if needed
Fading- Transfer of stimulus control from prompt to naturally occurring MO’s & SD’s. (Overall Goal is for learner not to require prompt)
Shaping- The differential reinforcement of successive approximations to reach a desired behavior.
Prompts are faded systematically and as quickly as possible to avoid prompt dependency. The goal is to fade prompts so that no prompts are needed for the individual to perform the desired behavior.

34. Pointing, counting, prompting,

35. NET Natural Environmental Teaching
In NET, the teacher has a curriculum in mind (what to teach) and takes it into the environment. Following the student's motivations initially, the teacher generates ways to teach the curriculum using those motivations and the materials in the natural environment. In NET, learning does not depend upon the setting or specific materials. It depends on motivation, creativity, and instructional control. Christina Burk

36. Joint Attention; Tact an action

37. Phase 1 NET>DTT Phase 2 NET=DTT Phase 3 DTT>NET Phase 4 Phase 5
Changing Emphasis of DTT & NET as the Child Learns Language (Sundberg & Partington, 1998 pp. 211)
Phase 1
NET>DTT
Focus on early manding, pairing, compliance, stimulus control
Phase 2
NET=DTT
Focus on mand, tact, receptive, imitation, echoic, intraverbal
Phase 3
DTT>NET
Focus on academic activities and specific skill development
Phase 4
Focus on learning from group instruction, from peers, and without a highly structured environment; training is more like that of typical kindergarten and 1st grade classrooms
Phase 5
Focus on academic skills and structured learning characteristic of later elementary classrooms

38. Assessments
Verbal Behavior Milestones Assessment and Placement Program
Language and Social Skills Assessment Program for Children with Autism or Other Developmental Disabilities
170 Milestones
Criterion referenced
assessment; not norm
referenced (standardized)
VB-MAPP, Mark L. Sundberg, PhD, 2008

40. (Sundberg, 1998, VB-MAPP, Barriers)

41. ABLLS-R The Assessment of Basic Language and Learning Skills
Use of Skinner’s Analysis of Verbal Behavior
Helps determine educational priorities
ABLLS-R (2006) James W. Partington, PhD, BCBA-D 2010

42. Essential For Living, Patrick McGreevy, Troy Fry, & Colleen Cornwall (2012)
A communication, behavior, and functional skills assessment, curriculum, and teaching manual
For children and adults with moderate to severe disabilities

43. The Essential Eight Skills
Making requests – preferred items/activities
Waiting
Accepting removals – removal of preferred items/activities, making transitions, sharing, taking turns
Completing required tasks- 10 consecutive, brief, previously acquired tasks
Accepting “no”
Following directions – related of health and safety
Completing daily living skills - related of health and safety
Tolerating situations – related of health and safety
(McGreevy, Fry, & Cornwall, 2012)

44. Books
Kearney , A.J. (2008). Understanding Applied Behavior Analysis. Philadelphia, PA
Lovaas, O.I. (1981). The Me Book. Austin, TX. Pro-Ed
Maurice, C. (1996). Behavioral Intervention for Young Children with Autism. Austin, TX. Pro-Ed
Newman, B. & Reinecke, D. (2007). Behavioral Detectives- A Staff Training Exercise Book in Applied Behavior Analysis. Dove and Orca
Sundberg M.L. & Partington, J.W. (1998). Teaching Language to Children with Autism or Other Developmental Disabilities. Concord, CA. AVB Press

45. References
Berg, W.K., Wacker, D.P., & Steege, M.W. (1995). Best practices in assessment with persons who have severe or profound handicaps.
Cooper, J.O., Heron, T.E., Heward, W.L., (2007). Applied Behavior Analysis. Upper Saddle River, NJ: Prentice Hall.
Cowan, R. J., & Allen, K. D. (2007). Using naturalistic procedures to enhance learning in individuals with autism: A focus on generalized teaching within the school setting. Psychology in the School, (44)7,
DeLeon, I.G. & Iwata, B.A. (1996). Evaluation of a multiple stimulus presentation format for assessing reinforcer preferences. JABA, 29,
Hart, B. & Risley, T.R. (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8,
Ingersoll, B. & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a natural behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36,

46. References: Continued
Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. The Association for Persons with Severe Handicaps, 24(3),
Krantz, P. J., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedures for beginning readers. Journal of Applied Behavior Analysis, 31,
McClannahan, L. E., & Krantz, P. (2005). Teaching conversation to children with autism. Bethesda, MD: Woodbine House.
McGee, G.G., Krantz, P.J., & McClannahan, L.E. (1986). An extension of incidental teaching procedures to reading skills for autistic children. Journal of Applied Behavior Analysis, 19,
Michael, J. (1993). Establishing operations. Journal of Applied Behavior Analysis, 16,
Newman, B., Reeve, K.F., Reeve, S.A., Ryan C.S. (2003). Behaviorspeak, Dove and Orca.

47. References: Continued
Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal responses training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30,
Skinner, B.F. (1957). Verbal Behavior. Prentice Hall, Cambridge, MA.
Stokes, T.F. & Baer, D.M., (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10,
Sowden, H., Perkins, M. & Clegg J. (2011). Child language and therapy, Journal of Applied Behavior Analysis, 27,
Sweeney-Kerwin,E.J., Carbone, V.J., O'Brien. L., Zecchin, G., & Janecky, M.N., (2007). Transferring the control of the mand to the motivating operation in children with autism. The Analysis of Verbal Behavior, 23, 89-
Christina Burk
mplates#NET Data Sheets
Data sheets
Richard Kubina Precision Teaching

48. Questions?
Contact Information Angela Saturno Shelli Harris