Natural Environment Training Explained

1. Natural Environment Training and Goals

Natural environment training, also called natural environment teaching (NET), uses teaching procedures within Applied Behavior Analysis (ABA) that can be used to teach patients in their natural environment.

Situations and items that the patient would already be interacting with are used to teach relevant skill targets. Behavior technicians capitalize on the patient’s motivation at that given moment.

EXAMPLE

If you are teaching a patient to identify colors using NET, rather than using flashcards at the table using DTT, you might ask the patient, “What color is this one?” or “Point to the blue one,” while playing with different toys on the floor of their living room.

The goal of NET is to provide treatment activities which replicate the natural environment of the patient to maximize the effectiveness of teaching. It does this in two ways:

• It fosters motivation. The behavior technician uses activities and things the patient already cares about/is engaged in.

EXAMPLE

The behavior technician could teach prepositions by using the patient’s favorite book or toy and placing it under/on/next to their bed and telling the patient where to find it when they ask for it.

• It facilitates independence and generalization. The behavior technician teaches it in context where the patient might be actually motivated or required to use that skill in real life.

EXAMPLE

The behavior technician could teach how to use a zipper by having the patient zip up their own coat before going outside to play or teach how to button a button while the patient is putting on a button-up shirt while getting dressed.

term to know

Natural Environment Training (also called Natural Environment Teaching, or NET)

Uses teaching procedures within Applied Behavior Analysis (ABA) that can be used to teach patients in their natural environment.

2. Comparing NET to Other Approaches

NET is different than other approaches, such as DTT, in several ways:

• The patient rarely sits at a table. Instead, for example, they might play on the floor, jump on the trampoline, walk in the park near their home, etc.
• Typical training materials such as cards or “academic” manipulatives are rarely used. Instead, items from their natural environment, such as toys, books, crayons, etc. are used.
• The target items are chosen by the patient and not the behavior technician. For example, if the patient wants to color, the behavior technician works on skills related to that activity.}}
• The patient typically gets the reinforcer that he is working with. For example, the patient requests a crayon and receives it.
• The lessons can be more ‘functional” in nature. For instance, learning colors allows the patient to request a specific crayon.

2a. DTT vs. NET

1. Use of Naturally-Occurring Stimuli

Both can use materials from the natural environment. DTT requires prompting, while NET happens naturally.

EXAMPLE

The target is teaching a patient to brush their teeth. DTT: The behavior technician puts the toothbrush on the table with two additional items and says “Get toothbrush.” After the patient picks up the toothbrush, the behavior technician repeats 10 trials. NET: The behavior technician takes the patient to the bathroom and says, “Get your toothbrush.” After the patient picks up the toothbrush, the patient begins to brush their teeth.

2. Variations of Environments/People/Time

DTT requires programming, whereas NET skills are naturally targeted across a variety of places and situations to ensure the patient can use the skill functionally in multiple settings.

EXAMPLE

The target is present tense actions. DTT: S^D is “What are they doing?” while showing flashcards of people jumping. NET: While reading a book, the behavior technician asks, “What’s happening here?” and Mickey states, “The girl is jumping on the bed.” While jumping on the trampoline with the behavior technician, Mickey says, “I’m jumping on the trampoline.”

3. Interspersing of Treatment Targets

S^Ds/targets from multiple skill areas are intertwined within a single functional or preferred activity. This requires the patient to discriminate between the different S^Ds, thereby learning to apply the appropriate skill to the appropriate situation.

In NET, this occurs naturally, while in DTT, this must be programmed (for example, S^D rotation lesson, etc.).

EXAMPLE

While playing a board game, the behavior technician incorporates:

• Pronouns/turn taking (“my turn/your turn/his turn”)
• Counting (moving piece along the path)
• Flexibility (using a different colored piece than the preferred color, changing a rule to the game)
• Tacting/commenting (“Cool,” “Oh no, I have to go back,” etc.)
• Accepting losing

4. Reinforcement

DTT uses arbitrary reinforcers, while NET uses functional reinforcers.

hint

Note, however, that functional reinforcers in NET may not provide enough reinforcement, and you may still need to use primary or strong secondary reinforcers.

5. Preparation/Planning

NET requires more preparation and planning by the behavior technician than a traditional DTT program.

Target lessons may not naturally arise during sessions and skills need to be taught in novel situations that share common qualities or similarities, but that are non-identical to prevent memorization and facilitate generalization and critical thinking skills.

As a behavior technician, here are a few important things to keep in mind:

• You will need to take advantage of any unplanned situations which arise.
• You may need to collect data when the patient isn’t looking.
• Community outings and play dates are learning opportunities.
• Will require pre-planning of contrived learning opportunities.
• Skills need to be taught in novel ways.

IN CONTEXT

Let's look at an example of counting, comparing DTT to NET.

DTT:

• The behavior technician puts number stimuli in front of the patient.
• The behavior technician asks “Give me four.”
• The patient picks up the number four and hands it to the behavior technician.
• The behavior technician reinforces with “Good job!”

NET:

• The patient and behavior technician are playing with the patient’s favorite action figures outside.
• The behavior technician asks, “Wow. How many action figures do you have over there?”
• The patient responds, “Four” (correct), and the behavior technician gives the patient a high five.

2b. Advantages and Disadvantages of NET

3. NET Terminology and S^Ds in NET

There are three C’s of NET: combining, capturing, and contriving.

Combining refers to presenting two or more different S^Ds/learning opportunities during an activity.

EXAMPLE

The patient wants a snack, so you combine manding/requesting for the snack and identifying the color of the snack, plate, etc.

Capturing is defined as using existing S^Ds/learning opportunities that are already present in the natural environment.

EXAMPLE

The patient is playing with blocks, so you use this opportunity to ask what color are the blocks, which one is bigger/smaller, count the blocks, etc.

Contriving is when the behavior technician modifies the environment or situation to create a learning opportunity when one is not present.

EXAMPLE

The patient will need to brush their teeth, so the behavior technician removes the toothpaste so that the patient will need to identify what is missing and ask for it.

S^Ds in NET are:

• More natural and resemble conversational language rather than rote or repetitive language

EXAMPLE

While the patient is playing with a new toy, the behavior technician says, “Cool, what are you playing with?” rather than “What is it?”

• More neutral or natural tone; no “S^D voice” like in DTT
• Incorporated into natural activities and conversation

EXAMPLE

While looking at a new book with the patient, the behavior technician points to a picture and says, “Wow, I wonder what that is?” rather than “What is that?”

Learning concepts are embedded into naturally occurring situations to make them the most functional – meaning, when it makes sense for patients to use the skill.

EXAMPLE

While eating ice cream outside, the ice cream starts to drip. The behavior technician asks, “Uh oh, why is it dripping?” The patient answers, “Because it’s hot out here and it's melting.” (Cause/Effect)

terms to know

Combining

Presenting two or more different S^Ds/learning opportunities during an activity.

Capturing

Using existing S^Ds/learning opportunities that are already present in the natural environment.

Contriving

The behavior technician modifies the environment or situation to create a learning opportunity when one is not present.