Applied Behavior Analysis (ABA) is a therapeutic approach based on the science of learning and behavior, often used to help individuals develop socially meaningful skills. Within ABA, Natural Environment Teaching (NET) is a methodology that integrates instruction into a learner’s typical surroundings and daily activities. NET focuses on teaching skills within the context of the child’s natural setting and motivation, ensuring that learning is immediately relevant and functional. This approach capitalizes on a child’s interests to create spontaneous learning opportunities, promoting the generalization of skills across different environments and people.
Defining Natural Environment Teaching
Natural Environment Teaching is an instructional strategy that systematically embeds learning into the learner’s everyday life, utilizing current activities and surroundings as teaching moments. The core philosophy is that skills are best acquired and retained when taught in the environment where they will naturally be used, such as during playtime or mealtimes. This approach prioritizes the learner’s motivation, meaning the teaching moment is often child-initiated or context-initiated rather than being prompted solely by the therapist.
The effectiveness of NET is rooted in its use of natural reinforcement, where the reward for a correct response is intrinsically linked to the activity itself. For example, if a child asks for a specific toy, the natural reinforcer is immediately receiving and playing with that toy. This contrasts with providing an arbitrary or unrelated reward, like a piece of candy. Using naturally occurring rewards enhances the learner’s willingness to participate and makes the learning experience more meaningful.
NET is highly flexible and personalized, adapting to the unique interests and daily routines of each child. Therapists customize strategies to align with the child’s specific needs and preferences, maximizing the intervention’s effectiveness. This approach promotes the acquisition of new skills and ensures they are functional and easily applied in real-world scenarios.
How NET Differs From Discrete Trial Training
Natural Environment Teaching (NET) represents a shift from Discrete Trial Training (DTT), a more traditional, structured method within ABA. The primary differences between the two methods are observed across their setting, reinforcement, pace, and the stimuli used during instruction. Both are effective tools, but they serve different purposes and are applied in distinct ways.
The instructional setting is the most obvious difference. DTT typically occurs in a highly controlled environment, such as a designated therapy room with minimal distractions. Conversely, NET is conducted in the natural environment where the child spends time, such as a playground or grocery store. This difference impacts the goal of instruction, with NET focusing on generalization from the start.
Reinforcement varies significantly; DTT generally uses arbitrary reinforcement, while NET relies on natural reinforcement directly related to the task or request. The pace and structure are also dissimilar. DTT involves fast-paced, mass-trial repetition of a skill with short intervals between trials. NET, often referred to as teaching “loosely,” follows a more relaxed and varied pace, allowing instructional trials to be embedded seamlessly into ongoing activities.
The stimuli used for teaching differ in their level of control and realism. DTT uses highly controlled, specific materials to teach a skill in isolation, such as flashcards or identical objects. NET utilizes varied and realistic stimuli naturally present in the environment, like different types of foods or various toys during play. Varying the materials and context helps a child learn to respond to multiple cues, promoting greater flexibility in their behavior.
Practical Application of NET Strategies
NET implementation revolves around specific techniques designed to leverage a child’s motivation and the natural environment to create powerful teaching moments.
Capturing and Contriving Motivation
This primary strategy involves capturing and contriving motivation. The therapist either takes advantage of the learner’s immediate interest or intentionally sets up the environment to create a desire for a specific item or activity. For example, if a child shows interest in a bubble bottle, the therapist might use the bottle to teach a skill before giving it to the child.
Manding
Manding involves teaching the child to request what they want or need. This is considered one of the most functional communication skills and is naturally reinforced when the request is honored. If a child is reaching for a stuffed animal, the therapist might prompt them to say “toy” or “help.” Receiving the item immediately serves as the reward, connecting communication directly to obtaining a desired outcome.
Embedding Targets
Embedding targets involves inserting instructional goals into the flow of play or daily routines. If a child is playing with colored blocks, the therapist can embed color identification by asking the child to hand them the “red block” without interrupting the play activity. This allows the child to practice skills without feeling like they are undergoing a formal lesson, keeping the experience engaging.
Teaching Flexibility
Teaching flexibility is achieved by varying the materials, people, and settings within the environment to ensure skills are not tied to one specific context. A therapist might prompt a child to label a picture of a dog during a structured activity, then use NET to prompt the child to label a real dog at the park. This variety ensures that the learned skill generalizes and becomes a functional part of the child’s behavioral repertoire.