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NET is loosely structured, and uses or contrives a learner’s motivation and activities and not an exclusively teacher-selected set of materials as the basis for the lesson.
"Sundberg and Partington (1998) noted that the NET component of VB is based on three previously established frameworks:
(1) the natural Language Paradigm (Koegel et al. 1987),
(2) incidental teaching (Hart and Risley, 1975) and
(3) the expanded program of milieu language training (Hart & Rogers-Warren, 1978)." Cautilli J. (2006)
Despite the successes of behavioral approaches in teaching language, the development of generalized and functional communication repertoires in children with autism has been disappointing (Fay & Schuler, 1980, Deprato, 2001).
What has led to these disappointing results?
Many behavioral practitioners have failed to use Skinner’s analysis of verbal behavior (Skinner, 1957) to guide their language teaching programs and/or incorporate NET into the program (Laski et al, 1988)
3. Here's a general idea from a parent-made video clip.
They are modelling, manding with a little imaginative play thrown in. Note that the child "changes up" the game by manding for "Up on the sofa". There may be some technical mistakes in transfer, but clearly this is not discrete-trial at a table and everyone is having fun.
Have a large supply and wide variety of reinforcing items to give to the child
Approach the child and deliver reinforcement non-contingently. You should give the child things that he/she likes for “free” (non-contingently). The child does not need to request or “earn” the reinforcers in any way.
Maximize the number of times that you provide reinforcement
-Break edible reinforcers into small pieces so you can hand them to the child more frequently
-Deliver multiple reinforcers at once (TV, food, toys, sensory stimulation, etc.)
-Try to deliver reinforcers several times per minute
Talk to the child, BUT do not expect him/her to talk back.
Follow the child’s changing interests.
-If the child becomes bored with a reinforcer, find another reinforcer.
Actively manipulate the environment and interact with the child so that you are required for maximum enjoyment of the activity
Examples:
* Child is on swing – therapist pushes child
* Child is thirsty – therapist fills child’s cup a tiny bit at a time
* Child wants to go outside – therapist unlocks door
-Does the child follow you when you leave the room?
Once the child is frequently and willingly approaching you to obtain reinforcement, you are ready to begin teaching verbal behavior in the natural environment
Many children with autism do not have verbal behavior repertoires that include responses in each of the categories for the same word (topography).
This happens because the categories are functionally independent and the responses (words) may not transfer across the categories without explicit training. For example, being able to mand juice by saying “juice” does not guarantee that the same child will be able to tact (label) juice when they see it and there is no MO (motivation) for it (citation).
The Importance of Knowing and Following the Learner’s Motivation
Incorporating Skinner’s analysis of verbal behavior (Skinner, 1957, Michael,1984) and the manipulation of establishing operations (Michael,1982, 1993, 2001) to the elements of natural environment teaching will enhance the effectiveness of NET
Dependent on the presence of a motivative operation (relative state of deprivation, desire for)
The verbal response of requesting (i.e. “I want juice.”)
Teaching someone to mand items, activities, or objects will lead to a higher rate of talking and will support the development of the other classes of verbal responses (i.e. tacts, intraverbals, etc.)
Vocally imitating what others say is an important skill that leads to increased vocal verbal behavior
During NET the teacher will provide a vocal model for the learner so that certain sounds and words become paired with reinforcement and can then be reinforced directly when the learner repeats them
From conTACT, Latin, tactus=to touch (Keller & Schoenfeld, 1950).
The verbal response that is closest to labeling (i.e. “That’s a red ball.”)
When a learner says or signs what he sees, hears, touches, tastes, smells, etc., he is tacting. The stimulus for the response is a non-verbal stimulus associated with the physical environment.
The reinforcement for this response is NOT SPECIFIC to what is said and is usually social reinforcement of some type such as acknowledgement of what is said or praise.
To teach a pure tact, there should not be a motivative operation associated with the item, for instance--teach picture of juice, or real item when value of receiving juice is low, due to satiation.
In addition, it is sometimes useful to ask the learner to respond receptively to the description of something (i.e. “give me the beverage,” rather than, “give me the juice.”)
Michael, J. (1985). Two kinds of verbal behavior and a possible third. The Analysis of Verbal Behavior, 3, 2-5.
Michael, J. (1988). Establishing operations and the mand. The Analysis of Verbal Behavior, 6, 3-9.
Michael, J. (1993). Establishing operations. The Behavior Analyst, 16, 191-206.
Add Michael 2001
Oliver, C. B., & Halle, J. W. (1982). Language training in the everyday environment: Teaching functional sign use to a retarded child. Journal of the Association for Persons with Severe Handicaps, 8, 50-62.
Rogers-Warren, A., & Warren, S. F. (1980).Mands for verbalization. Behavior Modification, 4, 361-382.
Sundberg, M. L., & Partington, J. W. (1999). The need for both discrete trial and natural environment language training for children with autism. In P. M. Ghezzi, W.L. Williams & J.E. Carr (Eds.) Autism: Behavior analytic perspectives. (pp. 139-156). Reno, NV: Context Press.
Sundberg, M. L., & Partington, J. W. (1999). The need for both discrete trial and natural environment language training for children with autism. In P. M. Ghezzi, W.L. Williams & J.E. Carr (Eds.)Autism: Behavior analytic perspectives. (pp. 139-156). Reno, NV: Context Press.
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