National Professional Development Center on

Autism Spectrum Disorders

Module: Naturalistic Intervention

Evidence-Based Practice Brief: Naturalistic Intervention

This evidence-based practice brief on naturalistic intervention includes the

following components:

1. Overview, which gives a quick summary of salient features of the practice,

including what it is, who it can be used with, what skills it has been used
with, settings for instruction, and additional literature documenting its use
2. Steps for Implementation, detailing how to implement the practice in a
practitioner-friendly step-by-step process
3. Implementation Checklist, to be used to monitor the fidelity with which the
practice is implemented
4. Evidence Base Summary, which details the criteria used by the National
Professional Development Center on Autism Spectrum Disorders for
inclusion as an evidence-based practice and the specific studies that met
the criteria for this practice
5. Naturalistic intervention data sheets

Naturalistic Intervention: Cover Sheet Page 1 of 1

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 National Professional Development Center on
Autism Spectrum Disorders

Module: Naturalistic Intervention

Overview of Naturalistic Intervention

Franzone, E. (2009). Overview of naturalistic Intervention. Madison, WI: National Professional
Development Center on Autism Spectrum Disorders, Waisman Center, University of
Wisconsin.

Naturalistic intervention is a collection of practices including environmental arrangement,

interaction techniques, and strategies based on applied behavior analysis principles. These
practices are designed to encourage specific target behaviors based on learners’ interests by
building more complex skills that are naturally reinforcing and appropriate to the interaction.

Evidence

Naturalistic intervention meets the evidence-base criteria with eight single-subject and two
randomized group design studies, demonstrating its effectiveness for promoting communication
and social skills for learners at the preschool, elementary school, and middle/high school levels.

With what ages is naturalistic intervention effective?

Naturalistic intervention can be used effectively with learners with ASD regardless of cognitive
level and/or expressive language skills. The evidence base shows that naturalistic intervention
is effective for learners at the preschool, elementary school, and middle/high school levels.

What skills or intervention goals can be addressed by naturalistic intervention?

The evidence base demonstrates that naturalistic intervention can be used to facilitate
communication and social skills, which may include things like expressive vocabulary, speech
intelligibility, use of gesture, shared attention, and turn-taking.

In what settings can naturalistic intervention be effectively used?

By definition, naturalistic intervention relies on materials and an environment that is reflective of

the learner’s interests and natural environment. It may be used in school, home, or community
settings.

Evidence Base

The studies cited in this section provide the basis upon which this practice was determined to
meet the NPDC on ASD’s criteria as an evidence-based practice. This list is not exhaustive and
other quality studies may exist but were not found in our search.

Preschool

Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of
descriptive gestures in young children with autism using a naturalistic behavioral
intervention. Journal of Autism and Developmental Disorders, 37, 1446-1456.
Naturalistic Intervention: Overview Page 1 of 3
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Autism Spectrum Disorders

Module: Naturalistic Intervention

Koegel, R. L., Camarata, S., Koegel, L. K., Ben-Tall, A., & Smith, A. E. (1998). Increasing
speech intelligibility in children with autism. Journal of Autism and Developmental
Disorders, 28(3), 241-251.

McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting
reciprocal teaching via peer incidental teaching. Journal of Applied Behavior Analysis,
25, 117-126.

Yoder, P., & Stone, W. L. (2006). A randomized comparison of the effect of two prelinguistic
communication interventions on the acquisition of spoken communication in
preschoolers with ASD. Journal of Speech, Language, and Hearing Research, 49, 698-
711.

Elementary

Charlop, M. H., Schreibman, L., & Thibodeau, M. G. (1985). Increasing spontaneous verbal
responding in autistic children using a time delay procedure. Journal of Applied Behavior
Analysis, 18(2), 155-166.

Charlop, M. H., & Walsh, M. E. (1986). Increasing autistic children’s spontaneous verbalizations
of affection: An assessment of time delay and peer modeling procedures. Journal of
Applied Behavior Analysis, 19(3), 307-314.

Charlop, M. H., & Trasowech, J. E. (1991). Increasing autistic children’s daily spontaneous
speech. Journal of Applied Behavior Analysis, 24(4), 747-761.

Koegel, R. L., Camarata, S., Koegel, L. K., Ben-Tall, A., & Smith, A. E. (1998). Increasing
speech intelligibility in children with autism. Journal of Autism and Developmental
Disorders, 28(3), 241-251.

Laski, K. E., Charlop, M. H., & Schreibman, L. (1988). Training parents to use the natural
language paradigm to increase their autistic children’s speech. Journal of Applied
Behavior Analysis, 2(4), 391-400.

McGee, G. G., Krantz, P. J., & McClannahan, L. E. (1985). The facilitative effects of incidental
teaching on preposition use by autistic children. Journal of Applied Behavior Analysis,
18, 17-31.

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Module: Naturalistic Intervention

Middle/High

Hamilton, B. L., & Snell, M. E. (1993). Using the milieu approach to increase spontaneous
communication book use across environments by an adolescent with autism.
Augmentative and Alternative Communication, 9, 259-272.

Selected Additional References

Hancock, T. B., & Kaiser, A. P. (2002). The effects of trainer-implemented enhanced milieu
intervention on the social communication of children with autism. Topics in Early
Childhood Special Education, 22(1), 39-54.

Hanock, T. B. & Kaiser, A. P. (2006). Enhanced milieu teaching. In McCauley R. J. & Fey,
M. E. (Ed.), Treatment of language disorders in children (pp. 203-229). Baltimore:
Paul H. Brooks Publishing.

Hwang, B., & Hughes, C. (2000). The effects of social interactive training on early social
communicative skills of children with autism. Journal of Autism and Developmental
Disorders, 30(4), 331-343.

Ingenmey, R., & Van Houten, R. (1991). Using time delay to promote spontaneous speech in an
autistic child. Journal of Applied Behavior Analysis, 24(3), 591-596.

Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented
enhanced milieu intervention on the social communication of children who have autism.
Early Education and Development, 11(4), 423-446.

Koegel, R. L., O’Dell, M. C., & Koegel, L. K. (1987). A natural language intervention paradigm
for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17 (2),
187-200.

Matson, J. L., Sevin, J. A., Box, M. L., & Francis, K. L. (1993). An evaluation of two methods for
increasing self-initiated verbalizations in autistic children. Journal of Applied Behavior
Analysis, 26(3), 389-398.

Neef, N. A., Walters, J., & Egel, A. L. (1984). Establishing generative yes/no response in
developmentally disabled children. Journal of Applied Behavior Analysis, 17(4), 453-460.

Wong, C. S., Kasari, C., Freeman, S., & Paparella, T.. (2007).The acquisition and generalization
of joint attention and symbolic play skills in young children with autism. Research and
Practice for Persons with Severe Disabilities, 32(2), 101-109.

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Module: Naturalistic Intervention

Evidence Base for Naturalistic Intervention

The National Professional Development Center on ASD has adopted the following definition of
evidence-based practices.

To be considered an evidence-based practice for individuals with ASD, efficacy must be

established through peer-reviewed research in scientific journals using:

randomized or quasi-experimental design studies. Two high quality experimental or

quasi-experimental group design studies,
single-subject design studies. Three different investigators or research groups must
have conducted five high quality single subject design studies, or
combination of evidence. One high quality randomized or quasi-experimental group
design study and three high quality single subject design studies conducted by at
least three different investigators or research groups (across the group and single
subject design studies).

High quality randomized or quasi experimental design studies do not have critical design flaws
that create confounds to the studies, and design features allow readers/consumers to rule out
competing hypotheses for study findings. High quality in single subject design studies is
reflected by a) the absence of critical design flaws that create confounds and b) the
demonstration of experimental control at least three times in each study.

This definition and criteria are based on the following sources:

Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single
subject research to identify evidence-based practice in special education. Exceptional
Children, 71, 165-180.

Nathan, P., & Gorman, J. M. (2002). A guide to treatments that work. NY: Oxford
University Press.

Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. D., Thompson, B., & Harris, K. (2004).
Quality indicators for research in special education and guidelines for evidence-based
practices: Executive summary. Arlington, VA: Council for Exceptional Children Division
for Research.

Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early
autism. Journal of Clinical Child and Adolescent Psychology, 37(1), 8-38.

Using these criteria, the empirical studies that follow provided documentation for supporting
Naturalistic Strategies as an evidence-based practice. This list is not exhaustive; other quality
studies may exists that were not included.

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Autism Spectrum Disorders

Module: Naturalistic Intervention

Preschool

Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of
descriptive gestures in young children with autism using a naturalistic behavioral
intervention. Journal of Autism and Developmental Disorders, 37, 1446-1456.

Koegel, R. L., Camarata, S., Koegel, L. K., Ben-Tall, A., & Smith, A. E. (1998). Increasing
speech intelligibility in children with autism. Journal of Autism and Developmental
Disorders, 28(3), 241-251.

McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting
reciprocal teaching via peer incidental teaching. Journal of Applied Behavior Analysis,
25, 117-126.

Yoder, P., & Stone, W. L. (2006). A randomized comparison of the effect of two prelinguistic
communication interventions on the acquisition of spoken communication in
preschoolers with ASD. Journal of Speech, Language, and Hearing Research, 49, 698-
711.

Elementary

Charlop, M. H., Schreibman, L., & Thibodeau, M. G. (1985). Increasing spontaneous verbal
responding in autistic children using a time delay procedure. Journal of Applied Behavior
Analysis, 18(2), 155-166.

Charlop, M. H., & Walsh, M. E. (1986). Increasing autistic children’s spontaneous verbalizations
of affection: An assessment of time delay and peer modeling procedures. Journal of
Applied Behavior Analysis, 19(3), 307-314.

Charlop, M. H., & Trasowech, J. E. (1991). Increasing autistic children’s daily spontaneous
speech. Journal of Applied Behavior Analysis, 24(4), 747-761.

Koegel, R. L., Camarata, S., Koegel, L. K., Ben-Tall, A., & Smith, A. E. (1998). Increasing
speech intelligibility in children with autism. Journal of Autism and Developmental
Disorders, 28(3), 241-251.

Laski, K. E., Charlop, M. H., & Schreibman, L. (1988). Training parents to use the natural
language paradigm to increase their autistic children’s speech. Journal of Applied
Behavior Analysis, 2(4), 391-400.

McGee, G. G., Krantz, P. J., & McClannahan, L. E. (1985). The facilitative effects of incidental
teaching on preposition use by autistic children. Journal of Applied Behavior Analysis,
18, 17-31.

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Autism Spectrum Disorders

Module: Naturalistic Intervention

Middle/High

Hamilton, B. L., & Snell, M. E. (1993). Using the milieu approach to increase spontaneous
communication book use across environments by an adolescent with autism.
Augmentative and Alternative Communication, 9, 259-272.

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Autism Spectrum Disorders

Module: Naturalistic Intervention

Naturalistic Intervention: Steps for Implementation

Franzone, E. (2009). Naturalistic intervention: Steps for implementation. Madison, WI: The
National Professional Development Center on Autism Spectrum Disorders, Waisman
Center, University of Wisconsin.

Naturalistic intervention is a collection of practices including environmental arrangement,

interaction techniques, and strategies based on applied behavior analysis principles. These
practices are designed to encourage specific target behaviors based on learners‟ interests by
building more complex skills that are naturally reinforcing and appropriate to the interaction.
Naturalistic intervention has demonstrated effectiveness with learners with ASD at the
preschool, elementary, and middle/high school levels and is appropriate for learners of any
cognitive level. By definition, naturalistic intervention is used in daily routines throughout the day
to develop skills in the areas of communication (both prelinguistic and linguistic) and social
development. Table 1 at the end of this document provides examples of embedding naturalistic
intervention throughout the day.

Step 1. Identifying a Target Behavior

In Step 1, a specific target behavior/skill is selected to be the focus of the intervention.

This target behavior may focus on prelinguistic or linguistic communication and/or social
skills. The target behavior should come directly from the learner‟s individualized family
service plan (IFSP) or individualized education program (IEP).

1. Practitioners, parents, and other team members select a specific target

behavior/skill to be the focus of the intervention that:

a. focuses on prelinguistic or linguistic communication and/or

b. social skills.

With naturalistic intervention, it is important to identify specific skills that will be targeted
(i.e., target behaviors). These skills, or target behaviors, need to be more specific than a
general goal.

EXAMPLE: General goal vs. target behavior

General Goal: Connor will increase his use of language during play.
Target Behavior: Connor will use the pronouns he, she, and it correctly.

2. Practitioners, parents, and other team members confirm that target behaviors are
reflected in the learner‟s IEP or IFSP.

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Module: Naturalistic Intervention

The IEP or IFSP team, which may include special education teachers, general
education teachers, speech-language pathologists, occupational therapists, physical
therapists, psychologists, parents, and/or caregivers, should meet to determine
appropriate goals and target behaviors for the learner. The target behaviors identified
for naturalistic intervention should come directly from the IEP or IFSP developed by the
learner‟s interdisciplinary team.

Because naturalistic intervention is often used with very young children, it is important to
recognize and understand the value of prelinguistic communication. For example, a
target behavior may be pointing to an object to establish shared attention, engaging in
shared attention, or vocal turn-taking. Although none of these target behaviors
demonstrates actual language use, these skills provide the foundation for language
development. For video clips demonstrating shared attention and other preliguistic
behaviors, see the ASD Video Glossary at
http://www.autismspeaks.org/video/glossary.php.

Step 2. Collecting Baseline Data

1. Prior to intervention, practitioners, parents, and other team members determine

the learner‟s current use of the target skill.

2. Practitioners, parents, and other team members take data on the target skill a
minimum of three times in more than one environment.

As with all practices, it is important to have a clear understanding of learners‟ skills

before beginning naturalistic intervention. A frequency log like the one below may be
useful when collecting data. These baseline data will be critical for assessing whether or
not the intervention is effective.

Table 2. Example of Baseline Data Collection

Target Behavior: Initiating communication with peers
Date Location Tallies of Target Notes (e.g., antecedents,
Behavior prompts, etc.)
4-7 Circle Time Asked Mitch, “What are we
supposed to be doing?”
4-8 Lunchroom Sat alone. Said “hey” when
Matt bumped into his table.
4-8 Free Choice Time Did not speak at all – sat
alone in corner of classroom
4-9 Math Center Asked Jason, “Where did you
get those blocks?”

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Module: Naturalistic Intervention

With information from a log like this, the teacher/practitioner can identify how frequently
learners currently use the target behavior. In the notes column, he/she might indicate
prompts that were used, environmental cues, or other antecedents to the
demonstration of the target behavior.

Language sampling can provide useful information about learners who are using
words and/or phrases regularly. It is a direct transcription of an interaction between
learners and their teacher, practitioner, or team members. A language sample will
provide information on the current length and content of utterances as well as
antecedents to their production. A speech/language pathologist on the learner‟s team
should be able to take and analyze a language sample (see additional resources).

Step 3. Identifying the Contexts for Intervention

Naturalistic intervention should take place throughout the day in the context of daily
routines/ schedules. Table 1 provides an example of naturalistic interventions used to
increase target behaviors throughout a preschooler‟s day at school and at home. The
art of embedding intervention within the learner‟s regular routines is critical for
successfully implementing naturalistic intervention.

1. Practitioners, parents, and other team members determine the learner‟s daily
schedule.

2. Practitioners, parents, and other team members identify contexts in which to

embed naturalistic intervention:

a. Learner-directed activities. In these activities, learners select what they want

to do within a specific environment (see Step 5). For example, Betsy has a
target behavior of labeling animals. Different animal toys are offered during
free-choice time, and Betsy decides that she wants to work on an animal
puzzle after math center time. To support Betsy‟s use of the target behavior,
the teacher, practitioner, or team member may encourage Betsy to request
each piece that represents a different animal.

b. Routine activities. Routine activities take place on a regular basis. Choice

making should be built into these routine activities, thus allowing learners to
direct the interactions. For example, Devin has a target behavior of using
words to request, “more.” Each day during snack, his teacher presents
several tasty options (pretzels, apple slices, cheese cubes, and pudding). She
keeps these out of reach and gives very small portions to the students upon
their request. These small portions provide students, including Devin, with
numerous opportunities to request, “more.” Having multiple snack options
allows Devin to make choices and direct the interaction.

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Module: Naturalistic Intervention

c. Planned activities. Planned activities are set-up in advance (i.e., within a

lesson plan) to provide opportunities for individual learners to practice the
target behavior. Again, choice-making should be built into the activity.
For example, a teacher may plan a science experiment dealing with units of
measure. If the target behavior is for Sam to initiate verbal communication,
she may have the students find partners, choose objects to measure
(allowing the learners to make choices), and then have one student verbally
report the findings to his/her partner who is recording the data. The teacher
would make sure that Sam is designated as the reporter and provide any
necessary prompts to help him verbally report findings to his partner.

Step 4. Providing Training to Team Members

1. Practitioners, parents, and other team members determine who will teach the
skill.

Because naturalistic intervention occurs throughout the day, many adults may need to
be taught how to elicit the target behavior. These adults may include parents,
caregivers, related service providers, paraprofessionals, classroom teachers, or
classroom volunteers. Having multiple adults interact with learners encourages
generalization. Adults who naturally interact with learners should be prepared to use
naturalistic intervention strategies to elicit target skills.

2. Practitioners, parents, and other team members provide adequate training to

team members before initiating naturalistic intervention.

Adults who will be interacting with learners must understand:

a. The target skill and
b. The strategies used to elicit that skill.

Depending on the situation, different levels of training may be necessary. For example,
in a preschool classroom, the classroom teacher may need to arrange the environment
and to model the strategies used to elicit the skill for assistants and volunteers. For
older learners in multiple classrooms throughout the day, individual classroom teachers
must understand the entire process to successfully embed naturalistic strategies in their
classrooms. Regular consultation with a case manager and/or professional
development may be required to achieve consistency and success in implementing
naturalistic intervention throughout the day when multiple teachers and settings are
involved.

Although some naturalistic practices, such as milieu teaching, have traditionally been
implemented by practitioners, parents, and other team members, research has also

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Module: Naturalistic Intervention

demonstrated the effectiveness of training parents, caregivers, and/or other
professionals to implement the teaching. Parents are often taught specific parts of the
practice, such as reciprocal interaction techniques, while the learner also participates in
more traditional therapy sessions that involve behavioral techniques such as modeling
to elicit responses (within an environment adapted for the learner‟s own interests).
Parents also can be taught to implement all aspects of the intervention in home and
community settings. Parent involvement may be especially important for very young
learners, for whom multiple therapy sessions per week in a clinic or other out-of-home
setting may not be appropriate. In these situations, parents are often the most
appropriate and most effective teachers. Please refer to the AIM module on parent
implemented interventions for more information.

Step 5. Arranging the Environment to Elicit the Target Behavior

In Step 5, practitioners, parents, and other team members use information from Step 4
and materials/resources within learning environments to capture learners‟ attention
and motivate them to produce target behaviors.

1. Practitioners, parents, and other team members choose motivating

materials/activities to engage learners and promote the use of targeted skills.

A key feature of naturalistic intervention is using materials and toys that will
motivate the learner to engage in the target behavior and that will promote
generalization of skills. Toys that can be particularly useful in facilitating
communication and social play include those that:

Have multiple parts (e.g., LegosTM, a shape sorter, or Mr. Potato HeadTM),
Are added onto another activity (e.g., adding Little PeopleTM into play with blocks,
using puppets to behavior out a reading lesson),
Require adult assistance (e.g., having lid on bottle of bubbles so tight that learner
must request help, holding puzzle pieces until the child requests them), and/or
Encourage turn-taking (e.g., throwing a ball, placing puzzle pieces, sending toy
cars down a ramp).

Social routines, such as finger plays/songs, peek-a-boo, or tickling games between

parent and child can also be excellent activities for engaging pre-linguistic learners.

2. Practitioners, parents, and other team members manage and distribute teaching
materials in a way that encourages learners to communicate.

Within interactions and contexts for intervention, materials should be managed

by the teacher, practitioner, or team member. That is, the teacher, practitioner, or
team member should be “the keeper of the goods” and distribute the materials in

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Module: Naturalistic Intervention

a manner that encourages communication. For example, communication can
often be elicited by giving learners only a few of the Legos at once, forgetting to
provide a paintbrush with the paint, or putting a doll‟s hat on her feet as if by
accident. Such “mistakes” are likely to elicit a request or comment from the
learner.

3. Practitioners, parents, and other team members arrange the intervention context
and environment to:

a. Encourage the use of the target behavior/skill and

b. Maintain learners‟ interests.

Some examples follow:

LaTisha‟s team has identified her target behavior to be pointing to request

(a prelinguistic communication skill). Her mother knows that she loves to
complete puzzles. She takes LaTisha‟s puzzles off the table, and puts them
on a bookshelf that LaTisha cannot reach. The intention is for LaTisha to
point to the puzzles to request them.

Kai‟s team has identified his target behavior to be increased shared

attention. He loves play dough. Kai‟s therapist places two balls of play
dough prominently on the table to entice Kai to the activity. He has placed a
chair with sides at the table in order to provide Kai with physical cues (chair
sides) to keep him seated and engaged in the activity. The intention is for
Kai to select the play dough as an activity and to stay with the activity while
the therapist tries to engage him in shared attention.

Ruby‟s team has identified her target behavior to be increased turn taking.
She enjoys manipulatives. Her teacher replaces the standard manipulatives
(e.g., counting bears) with turn-taking games that involve the manipulation
of small parts, like Ants in the PantsTM, StacrobatsTM, and KerplunkTM. The
intention is for Ruby to be enticed by the small pieces and then engage in
turn-taking while playing the game.

Step 6. Eliciting the Target Behavior

In Step 6, the teacher, practitioner, or team member elicits the target behavior using
interaction techniques and, if necessary, behavioral strategies like prompting and
modeling.

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Module: Naturalistic Intervention

Step-by-step directions for each practice will be provided. In practice, it is most common
for interaction and behavioral techniques to be used in combination with one another,
thereby providing both the foundation of the interaction and the specifics on how the
teacher, practitioner, or team member interacts with the learner. In some cases,
interaction techniques (Step 6a) will be sufficient to elicit the target behavior, and further
prompting (Step 6b) will not be necessary.

Step 6a. Engaging the Learner in an Interaction

In Step 6a, the teacher, practitioner, or team member engages the learner in a
language-rich and learner-centered interaction in which the teacher, practitioner, or
team member is highly attuned and responsive to the communicative attempts of the
learner.

1. Practitioners, parents, and other team members engage the learner in a

language-rich, learner-directed, and reciprocal interaction that involves the
following techniques:

a. Following the learner‟s lead. Following the learner‟s lead involves allowing the
learner to direct the interaction and the activity. Rather than a teacher,
practitioner, or team member having a set lesson plan (e.g., to play in the toy
house), she waits and sees what the learner wants to do. If the learner goes
to the toy house, she engages him there. But if the learner goes to the block
area, she engages him with the blocks. Remember that the environment has
already been arranged to elicit specific targets (Step 5), so either activity
should lead to the desired target.For some learners, the teacher, practitioner,
or team member must be especially observant and patient in order to follow
the learner‟s lead. If a learner has a more passive temperament, it may be
difficult to identify his interests, and the teacher, practitioner, or team member
may be tempted to become more directive (“Here‟s a puzzle! Let‟s do it!”).
However, teacher, practitioner, or team members are encouraged to be
patient, watch for nonverbal indications of interest (e.g., eye gaze, reaching),
and match the learner‟s activity level (e.g., if the learner is pouring sand over
and over, join her in this activity rather than encouraging her to make a
sandcastle).

b. Being at the learner‟s level. With very young learners, the teacher,
practitioner, or team member may have to lie or sit on the floor while the child
is on a chair or couch to share face-to-face interactions. This kind of
positioning facilitates shared attention, which is crucial to the interactions.

For learners who avoid eye contact, it may be necessary for the teacher,
practitioner, or team member to maneuver her own body to interrupt the

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Module: Naturalistic Intervention

learner‟s eye gaze. That is, if the learner is looking toward the clock while
playing with a koosh ball, the teacher, practitioner, or team member may need
to put her own face in the line of the clock to encourage eye contact and
establish shared attention. However, if a learner finds eye contact unpleasant
and is actively avoiding eye contact, it may be best to engage the learner in
an interaction without insisting upon eye contact.

c. Responding to the learner‟s verbal and nonverbal initiations. When joining

learners in play, teacher, practitioner, or team members must be vigilant in
watching for learners‟ communicative cues. A learner who wants a snack that
is out of reach may glance toward it and vocalize. The teacher, practitioner, or
team member can recognize this as a communicative attempt and respond.
Being aware of even the most subtle communicative attempts and responding
to these attempts teaches the learner that communication is powerful.

Both verbal and motor imitation can engage learners. If a learner holds a
puzzle piece up to her face and says, “ga,” the teacher, practitioner, or team
member can hold a puzzle piece up to his own mouth and say, “ga.” This
imitation can encourage turn-taking and facilitate the back-and-forth dance of
social communication.

Interrupting a routine with a pause or doing something that the learner finds
funny or interesting can engage learners. For example, make a funny face as
you reveal yourself after a few rounds of peek-a-boo or pause at the end of a
line of a song (“The itsy bitsy spider went up the water…..”).

d. Providing meaningful verbal feedback. Responding to a learner‟s

communicative attempts with words gives learners a model while they are
sharing attention with the teacher, practitioner, or team member. A minimally
verbal learner may be trying to place a puzzle piece and say, “Ta!” The
teacher, practitioner, or team member, available and engaged, can respond,
“Stuck! That piece is stuck! Let‟s turn it.”

e. Expanding the learner‟s utterances. When a learner is verbal, especially at

the one- to three-word phrase level, the teacher, practitioner, or team member
can build on what the learner says, thereby demonstrating more linguistically
sophisticated options, as in this script:

Learner (with toy cars): “Car.”

Teacher (pushes car): “Car. Go, car!”
Learner: “Go, car!”
Teacher: “Go, car! Fast!”

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To summarize Step 6a, these strategies are used to maintain the learner‟s interests and
provide language models that are at a slightly higher level than the learner‟s own
language use. For some learners, these techniques will facilitate their use of the target
behavior.

For most children with ASD, it will be necessary to provide supports for learners to
demonstrate the target behaviors. Strategies Based on Applied Behavior Analysis
(ABA) to elicit targeted behaviors are outlined in Step 6b, below.

Step 6b. Using Strategies Based on Applied Behavior Analysis (ABA) to Elicit
Target Behaviors

In Step 6b, the teacher, practitioner, or team member uses modeling, mand-models,
time delay, and/or incidental teaching techniques to elicit the target behavior within
intervention contexts and arranged environments that were identified in Steps 4 and 5.

Sometimes, engaging the learner in a language-rich and responsive interaction (Step

6a) within an arranged environment (Step 5) will result in the learner demonstrating the
target behavior. However, if the learner does not demonstrate the target behavior, ABA
techniques can be used to elicit the target behaviors (still within the context of an
arranged environment and with a teacher, practitioner, or team member who is using
responsive interaction techniques). These behavioral techniques include modeling,
mand-models, time delay, and incidental teaching. The narrative and tables below detail
these practices (adapted from Hancock & Kaiser, 2006).

1. Practitioners, parents, and other team members select one of the following
interventions to elicit the target behavior:

a. modeling,

b. mand-modeling,

c. modified time delay, or

d. incidental teaching.

Modeling

Practitioners, parents, and other team members implement modeling by:

a. Establishing shared attention,

b. Presenting a verbal model,

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c. Expanding the response and providing the requested material (if the learner
responds to the model correctly),

d. Providing another model (if the learner does not respond or is inaccurate),

e. Expanding the response and providing the requested material (if the learner
responds to the model correctly), and

f. Stating the correct response and providing the material (if the learner does
not respond or does not repeat the model correctly).

The following table illustrates how modeling can be used to teach a learner with ASD to
use two-word utterances to make a request. Notice how the interaction is brief, with the
learner being given two or three models, and that it ends positively, with the learner
obtaining the desired material.

Table 3. Modeling Technique Example

Steps Example

a. Establish shared attention Caleb and his childcare provider are playing with
play dough.
b. Provide a verbal model The childcare provider prompts Caleb, “Say, „More
play dough‟.”
c. If the learner responds to the If Caleb says, “More play dough,” the childcare
model correctly, expand the provider gives him more play dough and expands his
response and provide the utterance, “More green play dough, please!”
requested material.
d. If the learner does not respond or If Caleb says, “More,” the childcare provider prompts
does not repeat the model exactly, him by saying, “Say, „More play dough‟.” She
provide another model. stresses „play dough‟.
e. If the learner responds to the If Caleb says, “More play dough,” the childcare
model correctly, expand the provider gives him more and expands his utterance
response and provide the by saying, “More green play dough, please!”
requested material.
f. If the learner does not respond or If Caleb does not respond or only responds partially
does not repeat the model (e.g., “More”), the childcare provider says, “More play
correctly, provide material and dough” and gives Caleb the play dough.
state the correct response.
(Adapted from Hancock & Kaiser, 2006)

Mand-Modeling

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Mand-model procedures incorporate a question, choice, or direction (mand) into the
activity prior to initiating a modeling procedure.

Practitioners, parents, and other team members implement mand-modeling by:

a. Establishing shared attention;

b. Presenting a verbal direction (mand) or question;

c. Expanding the response and providing the requested material (if the learner
responds correctly);

d. Giving another direction or model (depending on the learner‟s needs for

support), if the learner does not respond or does not respond with a target;

e. Expanding on the response and providing the requested material (if the
learner gives the target response); and

f. Saying the target response and providing the material (if learner still does not
give the target response or repeat the model exactly).

Table 4 illustrates how mand-modeling can be used to teach a learner with ASD how to
use two-word utterances.

Table 4. Mand-modeling Procedure Example

Steps Example
a. Establish shared attention Sasha and her mother are having snack at the
table where enticing snacks are located.
b. Provide a verbal direction (mand) or Her mother says, “Tell me what you want,
question Sasha” or gives a choice question, “Do you
want apples or crackers?”
c. If the learner responds correctly, When Sasha says the target response (i.e.,
expand the response and provide the “Want crackers”), her mother provides the
requested material. crackers and expands her utterance by saying,
“Want fish crackers, please!”
d. If the learner does not respond or does When Sasha points to the crackers instead of
not respond with a target, provide verbalizing, her mother prompts her by saying,
another direction or model (depending “Say, „Want crackers‟.”
on the learner‟s needs for support).
e. If the learner gives the target response, When Sasha repeats, “Want crackers,” her
expand the response and provide the mother provides the crackers and expands,
requested material. “Want fish crackers, please!”
f. If the learner still does not give the When Sasha says, “Crackers,” which is not

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target response or repeat the model complete and at the target level, her mother
exactly, say the target response and says, “Want crackers,” and provides crackers.
provide the material.
(Adapted from Hancock & Kaiser, 2006)

Modified Time Delay

The use of modified time delay, or waiting, before providing a verbal prompt allows
learners to initiate the verbalization and encourages them to become aware of
nonverbal cues.

Practitioners, parents, and other team members implement modified time delay by:

a. Establishing shared attention;

b. Waiting 3-5 seconds for the learner to make a request/comment;

c. Expanding on the request/comment and providing the requested

material/activity (if the learner initiates at the target level);

d. Providing a mand or model, depending on the learner‟s need for support (if
the learner does not initiate at the target level;

e. Expanding on the response and providing the material (if the learner
responds correctly);

f. Saying the target response and providing the material (if the learner still does
not give the target response or repeat the model exactly).

The following table illustrates how modified time delay can be used to teach a learner
with ASD how to use two-word utterances to request.

Table 5. Modified Time Delay Technique Example

Steps Example
a. Establish shared attention John‟s teacher is pushing John on the swing,
facing him.
b. Wait for the learner to make a request The teacher lets the swing come to a stop. She
waits, with her hands up as if to push, and has an
expectant look on her face.
c. If the learner initiates a request/ If John says, “Push me!” the teacher says, “Push
comment at the target level, expand me really high!” and pushes the swing.
the response and provide the request.
d. If the learner does not initiate at the If John grunts instead of verbalizing, the teacher

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target level, provide a mand or model can give a mand, “Tell me what to do, John,” or
depending on the learner‟s need for give a model, “Say „Push me‟.”
support.
e. If the learner responds correctly, If John says, “Push me!” the teacher says, “Push
expand the response and provide the me really high!” and pushes the swing.
material.
f. If the learner still does not give the If John does not respond or says, “Push,” the
target response or repeat the model teacher says, “Push me!” and pushes him on the
exactly, say the target response and swing.
provide the material.
(Adapted from Hancock & Kaiser, 2006)

Incidental Teaching

Incidental teaching can be used to help learners elaborate on requests they have made.
The teacher, practitioner, or team member encourages the learner to initiate interactions
and manipulates the environment to elicit a request, and then uses a question to
encourage an elaboration from the learner.

Practitioners, parents, and other team members implement incidental teaching by:

a. Setting up the environment to encourage learners to request assistance or

materials,

b. Waiting for learners to initiate the request,

c. Responding with a request for elaboration (if the learner does not initiate with
the target response),

d. Continuing to prompt for elaboration until the learner responds appropriately,

and

e. Using model, mand-model, or modified time delay procedures, depending on

the needs of the learner (if the learner does not initiate a request).

The following table illustrates how incidental teaching can be used to teach a learner
with ASD how to use modifiers when making requests.

Table 6. Incidental Teaching Example

Steps Example
a. Set up the environment to encourage Ming‟s teacher knows she likes to play a fishing
learners to request assistance or game. She places the game on the table, but
materials does not put out the fishing pole.

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b. Wait for learners to initiate the request Ming looks at her teacher and says, “Pole.”
c. If the learner initiates with the target Her teacher asks, “What kind of pole?” If Ming
response, respond with a request for replies, “Fishing pole,” her teacher can say,
elaboration. “That‟s right!” and provide her with the fishing
pole. If Ming still replies, “Pole,” then her teacher
may prompt again for the elaboration.
d. Continue to prompt (varying the level If Ming still replies, “Pole,” then her teacher may
of prompting as needed) for the prompt again for the elaboration: “Tell me what
elaboration until the learner responds kind of pole, Ming.”
appropriately.
e. If the learner does not initiate a If Ming points at the pole or says, “Pole,” her
request with the target behavior, use teacher can respond with the procedure that is
model, mand-model, or modified time most appropriate for Ming. In this example, her
delay procedures, depending on the teacher provides a model, “Say fishing pole.”
needs of the learner.
(Adapted from Hancock & Kaiser, 2006)

The strategies described in the above section also can be used with prelinguistic
learners, with some modifications. Instead of expanding on a verbal response, the
communication partner would map language onto the target behavior. This can be used
to pair language with any communicative attempt. If a learner points to a picture on the
mantel (request for information), her mother can say, “That‟s Grandma!” If a child
pushes away her plate of noodles (protest), her father can say, “Oh! I don‟t want
spaghetti,” and remove her plate. One way to think of pairing an adult‟s words with a
child‟s intent is to say it “as your child would if he could” (Sussman, 1999, p. 208).

Another example follows:

Jenna is in her playroom. Her mother is trying to get her to request by

pointing. She has placed some of Jenna‟s favorite toys in clear containers
and put them on a shelf. She tells Jenna, “Show me what you want,”
(mand-model), and Jenna points to her pop beads. Jenna‟s mother says,
“You want pop beads,” and hands her the beads.

Table 1 provides a thorough example on how all these strategies might be used
throughout a preschooler‟s day to elicit the target behavior.

Step 7. Using Data Collection to Monitor Learner Progress and Determine Next
Steps

1. Practitioners, parents, and other team members collect data to evaluate the
success of the intervention and to guide future decision-making.

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Data should be gathered throughout naturalistic intervention, such as taking language
samples and/or data on strategies that were used to elicit the target behavior. Because
naturalistic intervention involves having the conversational partner engaged with the
learner, it can be helpful to either a) video record the session and collect data off the
video at a later point in time or b) have an observer take the data. However, real-time
data collection may be possible and the teacher, practitioner, or team member should
identify data collection measures and procedures that are feasible and efficient.

The example below shows how data could be gathered on the intervention, including
routines in which the intervention was embedded, environmental modifications, and
strategies that were used to elicit the target behavior.

Table 7. Example of Outcome Data Collection

Learner: Jason
Person collecting data: Ms. C
Target Behavior (TB): Using words to ask for more
Date Activity/Routine Environmental Strategies Used TB Notes
Modifications (underline or circle) used
Yes/
No
4-9 Snack Snacks out of M Ma TD IT O N Off day? Had to
reach. Choices = M Ma TD IT O Y provide model for
chips, goldfish, M Ma TD IT O Y him to request
apple, juice box, M Ma TD IT O N more
raisins M Ma TD IT O Y
4-10 Snack Same M Ma TD IT O N Only ate chips
M Ma TD IT O Y today
M Ma TD IT O Y
M Ma TD IT O N
M Ma TD IT O Y
4-11 Free Choice – I held the bin of M Ma TD IT O Keesha playing
Y
Pirate Legos Legos and only M Ma TD IT O N with us at same
gave three blocks M Ma TD IT O Y time – each
at a time when M Ma TD IT O Y building their
asked M Ma TD IT O Y own thing
M = Model, Ma = Mand-Model, TD = Modified Time Delay, IT = Incidental Teaching, O = Other

Examples of simple data collection procedures include:

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Wrapping paper around one‟s wrist on which data can be tallied, allowing adults
to move around the teaching space without having to carry data collection
sheets.

Placing data collection sheets around the teaching space so that they are
available regardless of where the learner goes.

Gathering data from multiple students on address labels that can later be peeled
off and put on individual students‟ data sheets. Practitioners, parents, and other
team members will avoid having to shuffle through multiple data sheets as they
interact with a classroom of students.

References

Hancock, T. B., & Kaiser, A. P. (2006). Enhanced milieu teaching. In McCauley R.J. & Fey,
M.E. (Ed.), Treatment of language disorders in children (pp. 203-229). Baltimore: Paul
H. Brooks Publishing.

Sussman, F. (1999). More than words: Helping parents promote communication and social skills
in children with autism spectrum disorder. Toronto, ON: The Hanen Centre.

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Table 1. Embedding Natural Intervention within Daily Activities

Daily Goals
Activity/
Routine Goal 1. Using 2-3 word utterances to request Goal 2. Labeling body parts
Coat Hook Activity: Adults can forget to bring necessary items (shoes Activity: Removing coat, etc in the morning.
Routine to replace his boots) to assist student.
Intervention: Use mands (commands/prompts) and time delay to elicit
Intervention: Use modified time delay and mands to labels for body parts associated with clothing items.
encourage request. Adult asks, “Are these your hands or feet?” as Brian removes
Wait (modified time delay) to see if Brian requests his mittens. Brian responds, “Hands.”
his shoes independently. Adult comments, “I see your ____,” as Brian removes his
If not, provide a mand: “Tell me what you need, boots. Brian responds, “Feet.”
Brian,” in order to prompt for the response: “my
shoes.”
Circle Activity: Include “requests” into daily classroom Activity: Include songs involving body parts in the class‟s repertoire.
Time assignments during circle time.
Intervention: Use modified time delay to encourage Brian to fill in the
Intervention: Provide models to encourage Brian to use a missing word during your pause
two-word utterance to make these requests. During the Hokey Pokey, use time delay and encourage Brian
Encourage the daily “weather person” to ask a to fill in the missing word during your pause. Adult sings,
friend to walk with them to the window by “You put your ____” (and places arm out) and calls on Brian.
requesting, “Help me, please.” Brian responds, “Arm in!”
Letting the “friend counter” request a specific
pointer for counting, “Red pointer, please”. Activity: Dress a toy bear as part of the daily weather report.

Intervention: Probe with choice questions about where clothing goes

on the bear.
After the class decides to do so, adult places sandals on the
bear. Adult asks Brian, “Where are the bear‟s sandals…on
his feet or head?” Brian responds, “Feet!”
If Brian does not respond or gives an incorrect response,
adult provides a model: “On his feet! Say feet.”

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Daily
Activity/ Goals
Routine
Goal 1. Using 2-3 word utterances to request Goal 2. Labeling body parts

Morning Activity: Offered choices at snack time are kept out of reach Activity: The group talks about body parts that are used for
Snack but in sight. eating.

Intervention: Adult uses mand to elicit request. Models two- Intervention: Adult uses modified time delay to encourage Brian
word utterances when response is a single word utterance. to fill in to appropriate body part.
Modified time delay is used to elicit request for more. Adult: “Brian, for chewing I use my ____.” Brian
Adult says, “Tell me what you want.” If Brian replies responds, “Teeth!”
with a single word (“cookie”), adult models two-word If Brian does not respond with the target, use a question
utterance: Say chocolate cookie.” paired with the visual example of chewing: “Brian, what
Adult gives only a small serving of requested snack am I chewing with?”
(e.g., two goldfish crackers). Wait for Brian to request
more. Model the two-word phrase if he uses a single
word to request: “Say more please.”

Free Activity: Favorite toys are placed out of reach, but in sight. Activity: Dolls are available in the “Doctor‟s Office” pretend play
Choice area.
Intervention: Adult waits for Brian to make a request (time
delay). If Brian uses a single word or gesture, adult provides a Intervention: Adult uses mands in order to prompt Brian to label
model. body parts as he fixes the doll‟s injuries.
Brian says, “Trains!” Adult responds, “You want the Brian is placing a band-aid on the doll‟s belly. Adult asks,
trains! Say want trains!” “Brian, tell me where you‟re putting the band aid.” Brian
looks at doll and responds, “Belly.”
Activity: Certain activities require a partner.

Intervention: Adult models a request to play for Brian.

Adult walks with Brian to a peer. Adult says, “Brian
wants to play with you. Brian, say „Play with me?”
Brian responds, “Play with me?”

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Daily Goals
Activity/
Routine Goal 1. Using 2-3 word utterances to request Goal 2. Labeling body parts
Lunch Activity: Milk choices are placed out of reach. Activity: Cleaning up after lunch

Intervention: Adult asks Brian what kind of milk he wants and Intervention: Adults uses a mands to have Brian label body parts
uses incidental teaching to expand the request. while he cleans up.
Brian says, “Milk please.” Adult responds, “What kind As Brian wipes his mouth and hands, adult says, “Brian,
of milk?” Brian responds, “Chocolate milk please!” tell me what you‟re wiping.” Brian responds with the
appropriate label.
Outside Activity: Sand toys are withheld until verbally requested. Activity: Pouring sand on Brian‟s arms, hands, and legs in the
Play sandbox: a familiar and enjoyed activity.
Intervention: Adult holds sand toys out with an expectant look
on her face and waits for Brian to request. Intervention: Adult uses mands (command/prompt) to have Brian
Brian says, “Please.” Adult models the two word label body parts.
phrase, “Say digger please.” Brian responds Brian sticks his hand out, toward the pouring sand. Adult
appropriately. says, “Tell me where to pour it, Brian.” Brian responds,
“My hand!” They do the same for legs and arms.
At Home: Activity: Play with bikes, scooters, sports equipment, all of Activity: Tracing Brian‟s body on the driveway with chalk
Driveway which are hung out of reach
Play Intervention: Adult asks choice questions to elicit the labels.
Intervention: Adult uses mand-model to elicit the request. As the adult and Brian color in the outline, the adult can
Adult says, “Tell me what you want, Brian.” Adult ask, “What are you drawing now, Brian, your eyes or your
pauses, allowing Brian to respond, “My bike!” nose?” Brian responds, “My eyes!”
If Brian responds with a single word or a gesture,
adult provides a model, “Say my bike please!”
At Home: Activity: Playing with foam soap. Adult squeezes a small Activity: Washing up during the bath
Bath Time amount onto Brian‟s hands when requested.
Intervention: As Brian washes different body parts, adult asks for
Intervention: Adult uses modified time delay to elicit the the label and waits for Brian‟s response.
request. Brian uses the washcloth on his leg. Adult asks, “What
Adult waits expectantly while Brian plays with the are you washing?” Brian looks at himself and responds,
foam soap. When it is gone, adult holds up the “Leg!”
container and waits for him to request, “More please!”

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Implementation Checklist for Naturalistic Intervention

Franzone, E. (2009). Implementation checklist for naturalistic intervention. Madison, WI: The
National Professional Development Center on Autism Spectrum Disorders, Waisman
Center, The University of Wisconsin.

Instructions: The Implementation Checklist includes each step in the process of implementing naturalistic
intervention. Please complete all of the requested information including the site and state, individual being
observed/interviewed, and the learner’s initials. To assure that a practice is being implemented as
intended, an observation is always preferable. This may not always be possible. Thus, items may be
scored based on observations with the implementer, discussions and/or record review as appropriate.
Within the table, record a 2 (implemented), 1 (partially implemented), 0 (did not implement), or NA (not
applicable) next to each step observed to indicate to what extent the step was implemented/addressed
during your observation. Use the last page of the checklist to record the target skill, your comments,
whether others were present, and plans for next steps for each observation.

Site: ________________________________________ State: _________________________________

Individual Observed: ________________________ Learner’s Initials: ________________________

Skills below can be implemented by a practitioner, parent, or other team member

Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Planning ( Steps 1 – 5)
Step 1. Identifying a Target Behavior Score**

1. Select a specific target behavior to be the

focus of intervention that:

a. focuses on prelinguistic or linguistic

communication and/or
b. social skills.

2. Confirm that the target behaviors are in the

learner’s IEP or IFSP.

Step 2. Collecting Baseline Data

1. Prior to intervention, determine the learner’s

current use of the target skill.

2. Take data on the target skills a minimum of

three times in more than one environment.

**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

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Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Step 3. Identifying the Contexts for Score**
Intervention
1. Determine the learner’s daily schedule.
2. Identify the contexts in which naturalistic
intervention will be embedded, including
a. learner-directed activities,
b. routine activities, and/or
c. planned activities.

Step 4. Providing Training to Team

Members
1. Determine who will teach the skill.

2. Provide adequate training to team members

before initiating naturalistic intervention.
Step 5. Arranging the Environment to
Elicit the Target Behavior
1. Choose motivating materials/activities to
engage learners and promote the use of
target skills.
2. Manage and distribute teaching materials in a
way that encourages learners to
communicate.
3. Arrange the intervention context and
environment to:
a. encourage the use of the target
act/skill and
b. maintain learners’ interests.

**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

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Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Intervention (Step 6)
Step 6. Eliciting the Target Act
Step 6A. Engaging the Learner in an
Interaction Score**
1. Engage the learner in language-rich, learner-
directed, and reciprocal interactions that
involve the following techniques:
a. following the learner’s lead,

b. being at the learner’s level,

c. responding to the learner’s verbal and

nonverbal initiations,

d. providing meaningful verbal feedback, and

e. expanding the learner’s utterances.
Step 6B. Using Strategies Based on
Applied Behavior Analysis (ABA)
to Elicit Target Behaviors
1. Select a behavioral intervention (modeling,
mand-modeling, modified time delay, or
incidental teaching) to elicit the target act.
(Please refer to steps below for these individual practices.)
Modeling
2. Implement modeling by:
a. establishing shared attention,
b. presenting a verbal model,
c. expanding the response and providing
the requested material (if the learner
responds to the model correctly),
d. providing another model (if the learner
does not respond or does not repeat
the model exactly),
e. expanding the response and providing
requested material (if the learner
responds to the model correctly),
and/or
f. providing the material and stating the
corrected response (if the learner does not
respond or does not repeat the model
exactly).
**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

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Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Step 6B. Using Strategies Based on Score**
ABA to Elicit Target Behaviors (cont.)
Mand-Modeling
3. Implement mand-modeling by:

a. establishing shared attention,

b. providing a verbal direction (mand) or
question,
c. expanding the response and providing the
requested material (if the learner responds
correctly),
d. providing another direction or a model
(depending on learner’s needs for support) if
the learner does not respond or does not
respond with the target,
e. expanding the response and providing the
requested material (if the learner gives the
target response), and/or
f. providing the material and stating the target
response (if the learner still does not give the
target response or repeat the model exactly).
Modified Time Delay
4. Implement modified time delay by:

a. establishing shared attention;

c. waiting 3-5 seconds for the learner to make
request/comment;
d. expanding on the request/comment and
providing the requested material/activity (if
the learners initiates at the target level);
d. providing a mand or model, depending
on the learner’s needs for support (if
the learner does not initiate at the
target level);
e. expanding the request and providing
the material (if the learner responds
correctly); and/or
f. providing the material and stating the
target response (if the learner still
does not give the target response or
repeat the model exactly).
**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

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Observation 1 2 3 4 5 6 7 8
Date
Observer’s Initials
Step 6B. Using Strategies Based on Score**
ABA to Elicit Target Behaviors (cont.)

Incidental Teaching
1. Implement incidental teaching by:

a. setting up the environment to

encourage learner to request
assistance or materials,

b. waiting for learner to initiate the

request,
c. responding with a request for
elaboration (if learner does not initiate with
the target response),
d. continuing to prompt for the
elaboration until learner responds
appropriately, and/or

e. using model, mand-model, or

modified time delay procedures,
depending on the needs of learner
(if learner does not initiate a
request with the target act).

Progress Monitoring (Step 7)

Step 7: Using Data Collection to
Monitor Learner Progress and
Determine Next Steps
1. Collect data to evaluate the success of
the intervention and guide future decision
making.

**Scoring Key: 2 = implemented; 1 = partially implemented; 0 = did not implement; NA = not applicable

Naturalistic Intervention: Implementation Checklist Page 5 of 7

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Naturalistic Intervention

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Naturalistic Intervention: Implementation Checklist Page 6 of 7

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Naturalistic Intervention

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Date Observer Targeted Skill/Behavior, Comments, and Plans for Next

Initials Steps

Naturalistic Intervention: Implementation Checklist Page 7 of 7

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Naturalistic Intervention

Naturalistic Baseline Data Sheet

Learner________________________________________________________ Date_________

Target Act (TA)______________________________ Person Collecting Data______________

Time Observation Started______________________ Time Observation Ended_____________

Date Location Tallies of Target Notes (e.g., antecedents,

Behavior prompts, etc.)

Naturalistic Intervention: Data Collection Sheets Page 1 of 2

National Professional Development Center on ASD
10/2010
 National Professional Development Center on
Autism Spectrum Disorders

Module: Naturalistic Intervention

Naturalistic Intervention Data Sheet

Learner________________________________________________________ Date_________

Target Behavior (TB)______________________________ Person Collecting Data _________

Time Observation Started______________________ Time Observation Ended_____________

Activity Environmental Strategies Used TB Notes

Routine/ Modifications (underline or circle) Observed?
Context Yes/No
M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M Ma TD IT O

M = Model, Ma = Mand-Model, TD = Modified Time Delay, IT = Incidental Teaching, O = Other

Naturalistic Intervention: Data Collection Sheets Page 2 of 2

National Professional Development Center on ASD
10/2010