Naturalistic+Teaching+Strategies

Naturalistic Teaching Strategies incorporate components and approaches which, through data-based findings, are known to facilitate acquisition, generalisation, and maintenance of learned behaviours (Charlop-Christy, LeBlanc & Carpenter, 1999). It is therefore a strategy that can be applied to children with Autism, Asperger's syndrome or other developmental disorders, as it aims for a more natural approach to supporting language and communication development. Naturalistic Teaching Strategies focus on using natural environments (such as in the home, school, or community) to facilitate speech acquisition and promote generalisation across a range of changing surroundings.

There seem to be 3 reoccurring elements which I have come across in my research in relation to Naturalistic Teaching Strategies. These include:
 * Motivation - using varied reinforces, child choice, and relevant and novel stimuli
 * Functional Relationships - un-intrusive, natural communication between child and adult, practical and meaningful associations, child initiated communication
 * Generalisation - less structured teaching settings, natural but changing surroundings, involvement of co-occupants of those environments

Examples of some Naturalistic Teaching Strategies, which will help you understand how to use it in certain contexts, can be found at [] (specifically page 2 and 3) and []

Although traditional interventions have also proven effective in dealing with Autism Spectrum Disorders, such as Applied Behaviour Analysis (ABA) and the Lovaas program, they are now being overlooked in response to recent criticism. It has now been noted that the rote learning, drill-and-practice core of these interventions fails to consider generalisation, which can result in a child being incapable of applying the skills learnt in one context to another (Morris, 2008).

Naturalistic Teaching Strategies are appropriate for use by both parents and teachers as they are well designed for easy use and incorporation into pre-existing routines. They are relevant for children of all ages as the elements can be altered to suit an individual’s needs and interests. Most importantly, the strategies are easy to learn and create a satisfying work/ play environment which will work on maximizing the motivation of the child. Through facilitating the integration of Naturalistic Teaching Strategies into the home, community, and school systems, educating children with Autism, Asperger's syndrome, or other developmental disorders, should become easier and more enjoyable for all those involved.

References:

Charlop-Christy, M., LeBlanc, L. & Carpenter, M. (1999). //Naturalistic Teaching Strategies (NATS) to Teach Speech to Children with Autism: Historical Perspective, Development, and Current Practice//. The California School Psychologist, Vol. 4, 30-46.

LeBlanc, L., Esch, J., Sidener, T. & Firth, A. (2006). //Behavioural Language Interventions for Children with Autism: Comparing Applied Verbal Behaviour and Naturalistic Teaching Approaches.// The Analysis of Verbal Behaviour, 22(1): 49–60.

Morris, B. (2008). //A Better Future for Children with Autism, Asperger’s Syndrome, and Related Developmental Disorders//. Autism Spectrum Disorders Fact Sheet. Retrieved from []