Module Resources
View a description for each of the module resources
Implementation Checklist for Naturalistic Intervention
Parent & Practioner Practice Guide for for Naturalistic Intervention
EBP Fact Sheet (an excerpt from the 2014 EBP Report)
Sample Data Sheets
Interest-Based Everyday Activity Checklist completed for Noah
Baseline Data Chart: Record baseline data for Noah on the priority target behavior
Sample Section of Naturalistic Intervention Training Plan for Noah
Supplemental Resources for Naturalistic Intervention
Interest-Based Everyday Activity Checklists (Swanson, Raab, Roper & Dunst, 2006). From the Family, Infant, and Preschool Program (FIPP). This includes the Early Preschool Interest-Based Everyday Activity Checklist) for infants and toddlers functioning below 15-18 months of age, and the Middle Preschool Interest-Based Everyday Activity Checklists for use with children functioning between 15 and 36 months of age. Both checklists help identify a toddler’s interests and potential learning opportunities within everyday routines and activities.
Getting to Know Your Child, from the Family-Guided Routines-Based Intervention Model (Woods, 2013).
Coaching: The Donovan Family Case Study: Guidance and Coaching on Evidence-based Practices for Infants and Toddlers with ASD ( National Professionals Development Center on ASD, 2013) includes additional resources for identifying the contexts for developing a naturalistic intervention.
Early Start Denver Model: Rogers, S.J., Dawson, G. (2010). Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement. New York: Guilford Press.
Language Sample Analysis: Heilmann, J.J. (2010 ). Myths and realities of language sample analysis. ASHA Journal: Perspectives.
Bowen, C. (2013). Structural Analysis of Language Sample.
Routines Based Assessments: Strategies for conducting routines-based assessments with families are available from the following national resources. These sites include resources and strategies for identifying home and center-based routines and activities as well as a guidance for mapping community resources to inform opportunities for addressing target behaviors. Project TaCTICS, Florida State University (Juliann Woods).
Early Intervention in Natural Environments, Siskin Institute, Chattanooga, TN (Robin McWilliam)
References
Research Articles for the Birth to 3 Year Age Group
Ingersoll, B., Dvortcsak, A., Whalen, C., & Sikora, D. (2005). The effects of a developmental, social—Pragmatic language intervention on rate of expressive language production in young children with autistic spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(4), 213-222. doi: 10.1177/10883576050200040301.
Research Articles for the 3 to 5 Year Age Group
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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. doi: 10.1177/027112140202200104 |
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Ingersoll, B., Dvortcsak, A., Whalen, C., & Sikora, D. (2005). The effects of a developmental, social—Pragmatic language intervention on rate of expressive language production in young children with autistic spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(4), 213-222. doi: 10.1177/10883576050200040301 |
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Koegel, R. L., Koegel, L. K., & Surratt, A. (1992). Language intervention and disruptive behavior in preschool children with autism. Journal of Autism and Developmental Disorders, 22(2), 141-153. doi: 10.1007/BF01058147 |
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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. doi: 10.1023/A:1026073522897 |
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Koegel, L. K., Carter, C. M., & Koegel, R. L. (2003). Teaching children with autism self-initiations as a pivotal response. Topics in Language Disorders, 23(2), 134-145. doi: 10.1097/00011363-200304000-00006 |
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Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool an examination of naturalistic tactics. Topics in Early Childhood Special Education, 21(2), 93-103. doi: 10.1177/027112140102100203 |
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McGee, G. G., & Daly, T. (2007). Incidental teaching of age-appropriate social phrases to children with autism. Research and Practice for Persons with Severe Disabilities, 32(2), 112-123. doi: 10.2511/rpsd.32.2.112 |
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Olive, M. L., De la Cruz, B., Davis, T.N., Chan, J.M., Lang, R.B., O'Reilly, M.F., & Dickson, S.M. (2007). The effects of enhanced milieu teaching and a voice output communication aid on the requesting of three children with autism. Journal of Autism and Developmental Disorders, 37, 1505-1513. doi: 10.1007/s10803-006-0243-6 Seiverling, L., Pantelides, M., Ruiz, H. H., & Sturmey, P. (2010). The effect of behavioral skills training with general‐case training on staff chaining of child vocalizations within natural language paradigm. Behavioral Interventions, 25(1), 53-75. doi: 10.1002/bin.293 |
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Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, 44(3), 456-468. doi: 10.1111/1469-7610.00135 |
All Other Ages Research
Naturalistic Intervention Fact Sheet
Other Resources
Autism Internet Modules. http://www.autisminternetmodules.org
Hancock, T. B. & Kaiser, A. P. (2006). Enhanced milieu teaching. In R.J. McCauley, & M.E. Fey, (Eds.), Treatment of language disorders in children (pp. 203-229). Baltimore: Paul H. Brookes 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., Hancock, T., & Nietfeld, J. (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., O’Dell, M., & Koegel, L. (1987). A natural language intervention paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17(2), 187-200.
Matson, J., Sevin, J., Box, M., & Francis, K. (1993). An evaluation of two methods for increasing self-initiated verbalizations in autistic children. Journal of Applied Behavior Analysis, 26(3), 389-398.
Miller, J. F., Long, S., McKinley, N., Thormann, S., Jones, M., & Nockerts,A. (2005). Language sample analysis II: The Wisconsin guide. Madison,WI: Wisconsin Department of Public Instruction.
Neef, N., Walters, J., & Egel, A. (1984). Establishing generative yes/no response in developmentally disabled children. Journal of Applied Behavior Analysis, 17(4), 453-460.
Pretti-Frontczak, K., & Bricker, D. (2007). An activity-based approach to early intervention. Baltimore: Paul H. Brookes 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.
Wong, C., 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.