Naturalistic Approach
Naturalistic Approach
Consistent with the research on massed versus distributed practice are research-based principles of naturalistic instruction that support embedding learning opportunities in routines and activities that are familiar to children and that are of interest to children (Hemmeter, 2000; Rule, Losardo, Dinnebeil Rowland, 1998). Although approaches such as discrete trial training do facilitate learning for some children, within an inclusive context, naturalistic instruction (e.g., strategies such as time delay, incidental teaching, mand-model) not only facilitates learning, but also promotes generalization of knowledge and skills that help children engage successfully with their typically developing peers in natural settings (Wolery, 2000).
Principles of naturalistic instruction include the importance of developing joint interest in an activity or routine, providing systematic support in the form of prompting strategies and providing for forms of reinforcement and encouragement (Bailey & Wolery, 1992). Fortunately, naturalistic intervention strategies are not only effective in helping children learn and develop, but they are also consistent with current approaches to general early childhood education (i.e., DAP, Bredekamp & Copple, 1997). As a result, the use of naturalistic intervention strategies is well accepted in the fields of early childhood education and ECSE.