the same way our printers do, so make sure to try a couple of test prints. If things arent aligning quite right, experiment with the Scale to Fit Paper setting. Its located in the Print dialog just click Full Page Slides to get to it. And did you notice we made fold marks for you? They are really light, but if you dont like them showing on your brochure, click View, Slide Master, and delete them before you print. Customizing the Content: The placeholders in this brochure are formatted for you. If you want to add or remove bullet points from text, just click the Bullets button on the Home tab. If you need more placeholders for titles, subtitles or body text, just make a copy of what you need and drag it into place. PowerPoints Smart Guides will help you align it with everything else. Want to use your own pictures instead of ours? No problem! Just click a picture, press the Delete key, then click the icon to add your picture. If you replace a photo with your own and its not a flawless fit for the space, you can crop it to fit in almost no time. Just select the picture and then, on the Picture tools Format tab, in the Size group, click Crop. Naturalistic Teaching Strategies Heather Brownfield References Charlop-Christy, M. H., & Carpenter, M. H. (2000). Modified incidental teaching sessions: A procedure for parents to increase spontaneous speech in their children with autism. Journal of Positive Behavior Interventions, 2(2), 98- 112.
Dunst, C. J., Raab, M., & Trivette, C. M. (2011). Characteristics of naturalistic language intervention strategies. Journal of Speech-Language Pathology and Applied Behavior Analysis, 5(1-3), 8-16.
Hancock, T. B., & Kaiser, A. P. (2002). The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topics in Early Childhood Special Education, 22(1), 39-54
Harjusola-Webb, S. (2013). Naturalistic strategies for promoting the communication of infants and toddlers. Presentation given 2013, October 3
Hemmeter, M. L., & Kaiser, A. P. (1994). Enhanced milieu teaching: Effects of parent-implemented language intervention. Journal of Early Intervention, (3), 269-289.
Trent, J. A., Kaiser, A. P., & Wolery, M. (2005). The use of responsive interaction strategies by siblings. Topics in Early Childhood Special Education, 25(2), 107-118.
Peterson, P. (2004). Naturalistic language teaching procedures for children at risk for language delays. The Behavior Analyst Today, 5(4), 404-424.
Responsive Interaction/Teaching Nonverbal mirroring: Imitate childs nonverbal behaviors (manipulate separate, but similar toys as the child in the same way) o This can occur with or without accompanying verbalization o Must occur simultaneously or in a turn immediately following the behavior of the child Verbal responding: Either repeat verbalization of the child or describe the activities in which you are participating o Respond to all verbal utterances of the child (intelligible/unintelligible) -> Repeat any part of what they say -> Expand by repeating what they said and adding to it -> Describe the activities in which you are participating o Pause after each verbal turn to give the child an opportunity to respond
Printing: Your printer might not print the same way our printers do, so make sure to try a couple of test prints. If things arent aligning quite right, experiment with the Scale to Fit Paper setting. Its located in the Print dialog just click Full Page Slides to get to it. And did you notice we made fold marks for you? They are really light, but if you dont like them showing on your brochure, click View, Slide Master, and delete them before you print. Customizing the Content: The placeholders in this brochure are formatted for you. If you want to add or remove bullet points from text, just click the Bullets button on the Home tab. If you need more placeholders for titles, subtitles or body text, just make a copy of what you need and drag it into place. PowerPoints Smart Guides will help you align it with everything else. Want to use your own pictures instead of ours? No problem! Just click a picture, press the Delete key, then click the icon to add your picture. If you replace a photo with your own and its not a flawless fit for the space, you can crop it to fit in almost no time. Just select the picture and then, on the Picture tools Format tab, in the Size group, click Crop. Incidental Teaching Enhanced Milieu Teaching Level 1 prompt: 30-second delay when a child displays an interest in a specific object Level 2 prompt: Adult prompts child to ask for the desired object Level 3 prompt: More elaborate request by adult- Adult shows the object to the child and asks What is this? Level 4 prompt: Correct response modeled by the adult and the child is prompted to imitate the response *Lowest level of prompt should be used that would encourage the correct response from the child
Environmental arrangement (putting items out of reach of child to require requests) Child makes a request (Points and says, ba) Prompt the child by using modeling or time-delay (You want the ball? wait for response) Expand on the childs utterance (Child says, ba. Adult says, Ball, please) End with positive feedback (give child the item requested)
Time-Delay Adult identifies a situation in which the child wants an object or help and then waits for the child to make a response If the child does not respond appropriately, another delay is used If time-delay is still unsuccessful, modeling of the correct response is used If the child does respond appropriately, they receive the desired object or help Example: John points to his cup on the kitchen counter. I ask You want your cup? and wait for John to make a response. John says, cup. I give John the cup. Mand-Model Adult observes the focus of the childs interest (a toy car) Adults mands a response from the child (Tell me what you want) If the child makes an incorrect response (Train), the adult models the correct response (Say car) If the child makes a correct response, the adult praises the child and gives them the object of interest *Similar to incidental teaching, but the adult initiates the communication instead of the child