Natural Environment Teaching

Vincent J. Carbone Ed.D., BCBA-D

NYS Licensed Behavior Analyst

Carbone Clinic
New York – Boston – Dubai
www.CarboneClinic.com
www.TheCarboneclinic.ae

University of Salerno
Salerno, Italy

January 2017

NATURAL ENVIRONMENT
TEACHING
• The most effective teaching of language includes teaching in all
settings throughout the day, across persons and circumstances.
• In addition, a full, rich language repertoire of a child includes:
– nonverbal responses to what someone says (listener
behavior)
– verbal responses specific to his/her motivation or MO
(mands)
– verbal responses that match exactly what someone else just
said (echoic)
– verbal responses to nonverbal stimuli in the environment
(tacts)
– verbal responses to what someone else just said that do not
exactly match what was just said (intraverbal)

1
• To develop a complete language repertoire like this, it is
essential to teach a child to respond this way in the natural
environment as well as during formal intensive teaching.

Presentation Overview
• Comparison of naturalistic teaching approaches (NTAs) and
discrete trial instruction (DTI)

• Natural environment teaching (NET) by learner profile (early,

intermediate and advanced learners)

2
 Naturalistic Teaching Discrete Trial Instruction (DTI)
Approaches (NTAs)
• Loosely structured sessions paced • Highly structured sessions paced by
by the student (e.g., typical play the teacher (e.g., student seated at
setting) table across from teacher)
• Free operant responding • Discrete learning trials
• No pre-specified order for instruction; • Specific scope and sequence for
target stimuli selected based on the instruction; target stimuli selected
student’s motivation irrespective of the student’s motivation
• Target stimuli are varied every few • Target stimuli repeated until criteria
trials are met
• Reinforcers are functionally related to • Responses and reinforcers are not
responses functionally related
• Loose shaping contingencies; any • Correct or successive responses are
vocalization is reinforced often reinforced
• Decreased need for specific • Requires special procedures for
procedures to target generalization generalization because target stimuli,
because target stimuli, reinforcers, and reinforcers, and prompts are not
prompts are present in natural present in natural environments
environments
5
(adapted from Delprato, 2001; Koegel, O’Dell, & Koegel, 1987; and Sundberg & Partington, 1999)

Examples of Teaching Language in a

Natural Environment
• Teaching a child to request various toys during a free play period.
• Teaching a child to request food items and receptively identify
utensils during snack time.
• Teaching a child prepositions while playing with a dollhouse.
• Teaching a child to label colors while doing a highly preferred art
activity.
• Teaching a child to ask and answer “wh” questions while playing a
game, such as Guess Who.
• Teaching a child to fill-in missing words while singing songs as a
class.
• Teaching a child to count while helping to pick out produce at the
grocery store.

3
 Reasons to Teach Language in the Natural
Environment
1. Since responses are selected based on the student’s motivation
they may be learned (acquired) more quickly.
2. Best condition to teach manding (requesting).
3. Uses stimuli, prompt strategies, and reinforcers that are present in
the student’s natural environment.
4. Teaching can be conducted by everyone the student interacts with
(e.g., teachers, parents, peers).
5. Typically associated with less aversive conditions and therefore less
problem behavior (Koegel, Koegel, & Surratt, 1992).
6. Interactions can more easily represent typical conversational
exchanges (i.e., can more easily mix across different response types
on a natural way).
7. Less need for specific strategies for generalization since the settings
in which the responses are taught are the settings in which most
responses will later be required.

Methods for Teaching in a Natural

Environment
• Several different evidenced-based NTAs have been developed:
• Incidental Teaching
• Mand-Model
• Time Delay
• Milieu
• Natural Language Paradigm (NLP)
• Pivotal Response Training (PRT)
• Natural Environment Teaching (NET)

• For reviews on the various approaches to teaching language in the

naturalistic settings see Charlop-Christy & LeBlanc (1999), Delprato (2001),
LeBlanc, Esch, Sidener, & Firth (2006), Peterson (2004), and Sundberg &
Partington (1999).

4
 Incidental Teaching
Goals
– Increase the frequency and improve the complexity of a student’s spoken language
Procedures (Hart & Risley, 1974; Fenske, Krantz, & McClannahan, 2001)
– Set up the environment with materials of interest to the student
– Wait for the student to initiate an interaction with or request for an object
– Require the student to use more elaborate or complex language
• 30 second time delay
• Tell the student to ask for object
• Ask questions to evoke more elaborate language
• Model the response
– Provide the object of interest
This procedure has been used to teach adjective-noun combinations (Hart & Risley, 1968,
1974), compound sentences (Hart & Risley, 1975), conversational skills (McGee, Krantz,
& McClannahan, 1984), prepositions (McGee, Krantz, & McClannahan, 1985), reading
(McGee, Krantz, & McClannahan, 1986), receptive object labels (McGee, Krantz, Mason,
& McClannahan, 1983), and spontaneous and imitative speech (Charlop-Christy &
Carpenter, 2000).

Mand-Model
Goals
– To increase the frequency and complexity of spoken language by manding
(requesting) for the student to emit vocalizations
Procedures (Peterson, 2004)
– Set up the environment with materials of interest to the student
– Wait for the student to initiate an interaction with or request for an object
– Mand (request) for the child to emit a vocalization by modeling the desired
response
– Deliver the object of interest
This procedure, which is an extension of incidental teaching, has been used to teach
novel words and novel word combinations (Rogers-Warren & Warren, 1980) and
has been shown to promoted generalization across settings and time (Warren,
McQuarter, & Rogers-Warren, 1984).

10

5
 Time Delay
Goals
– To teach students to initiate verbal interactions (i.e., to teach students to emit
spontaneous spoken language)
Procedures
– Identify a situation in which the students wants an object or help
– Wait for the student to initiate a response, typically between 2 to 15 seconds
– Model the response if the student does not initiate within the time delay
period
– Deliver the object or assistance requested
This procedure, which is also an extension of incidental teaching, has been used to
teach requests at meal times (Halle, Marshall, & Spradlin, 1979), requests during
free play, snacks, and lunch (Halle, Baer, & Spradlin, 1981), spontaneous requests
across settings (Charlop, Schreibman, & Thibodeau, 1985), saying “I love you” in
response to being hugged (Charlop & Walsh, 1986), and spontaneous speech
across settings (Charlop & Trasowech, 1991; Ingenmey & Van Houten, 1991).

11

Milieu Teaching
Goals
– Increasing the frequency and variety of spontaneous language within the context
of everyday social interactions
Procedures (Alpert & Kaiser, 1992)
– Training should be conducted in the natural environment by a significant other in
the student’s life (e.g., parents, siblings, teachers, peers)
– Language training should be functionally related to the student’s interests
– Linguistic forms, their functions, and strategies for learning language should all be
trained simultaneously
– Training periods should be brief and incorporate procedures from the models of
incidental teaching, the mand-model, and time delay
– Training should have a focus on generalization
This procedure, which is a combination of incidental teaching, the mand-model procedure,
and time delay with other naturalistic teaching techniques, has been used to increase
overall use of language (Alpert & Kaiser, 1992; Kaiser, Hancock, & Nietfeld, 2000;
Hancock & Kaiser, 2002), frequency of spontaneous language (Hemmeter & Kaiser,
1994), and increased mean length of utterance (MLU; Peterson, Carta, & Greenwood,
2005).

12

6
 Natural Language Paradigm (NLP)
Goals
– To combine aspects of NTAs with aspects of DTI to improve spoken language
Procedures
– Model a vocalization and directly reinforce any attempts at imitation.
– Take turns passing a toy or other motivating stimulus back and forth between
student and teacher.
– Model a variety of spoken statements for each toy and frequently rotate
across several different toys.
– Share control with the student by follow his/her request to change toys or
change activities with a toy.
This procedure, which is based off of incidental teaching, has been used to increase
imitative, deferred imitative, and spontaneous vocalizations (Koegel, O’Dell, &
Koegel, 1987; Laski, Charlop, & Schreibman, 1988).

13

Pivotal Response Training (PRT)

Goals
– To focus instruction on a few core, or pivotal, areas (e.g., increasing
motivation, responding to multiple cues, initiating social interactions,
and self-managing) which will result in better educational proficiency
and a decreased need for services
Procedures
– A variety of procedures used to target individual core target areas
have been described throughout the literature
These procedures, which are based off of the NLP, have been used to teach
symbolic play skills (Stahmer, 1995) and spontaneously asking “What’s
that?” (Koegel, Koegel, Shoshan, & McNearney, 1999).
(For more details about PRT see Koegel et al., 1989.)

14

7
 Natural Environment Teaching (NET)
Goals
– Increasing the frequency and variety of verbal behavior across all verbal operants

Procedures (Sundberg & Partington, 1998, 1999)

– Set up the natural environment in a way that is easy to contrive motivation for a variety of
reinforcers
– When the student displays motivation, prompt a verbal response
• Time Delay
• Model
– Deliver reinforcers specific to the motivation
– Use stimulus control transfer procedures to transfer control of mands from an instructor’s prompt to
the presence of the item and eventually to the MO
– Use stimulus control transfer procedures to transfer responses from mands (requests) to other
operants under different sources of control
– Vary antecedent stimuli and response requirements so as to mix and vary across the verbal operants

These procedures, which are based off of the NLP, have been used to teach “where” and “who” mands for
information (Sundberg, Loeb, Hale, Eigenheer, 2002), to teach spontaneous mands that occur solely under
the control of the MO (Sweeney-Kerwin, et al., 2007), to teach mands for missing items (Hall & Sundberg,
1987; Sigafoos, Doss, & Reichle, 1989), to improve the acquisition of tacts following mand training
(Arntzen & Almas, 2002; Carroll & Hesse, 1987), and to improve the echoic and tact repertoires following
mand training (Drash, High, & Tudor, 1999).

15

Comparing NET and Other NTAs

NET Other NTAs
• Conceptually based upon the work • Conceptually based upon the work
of Skinner (1938, 1953, 1957) of Stokes and Baer (1977) and Hart
and Michael (1982, 1988, 1993, and Risley (1968, 1974, 1975)
2000, 2007) • Uses a traditional (linguistic)
• Uses a behavioral analysis of analysis of language to guide
language to guide development of development of teaching procedures
teaching procedures and selection of and selection of targets
targets • Teaching is conducted in the
• Teaching is conducted in the natural environment
natural environment • Environment is set up so as to
• Environment is set up so as to contrive motivation and capture
contrive motivation and capture teaching opportunities
teaching opportunities • Focus is primarily on teaching
• Focus is on teaching all of the verbal spontaneously language in the
operants (i.e., mand, tact, echoic, forms of requests
mimetic, and listener behavior)
16

8
 NATURAL ENVIRONMENT
TEACHING
• The most effective teaching of language includes teaching in all
settings throughout the day, across persons and circumstances.
• In addition, a full, rich language repertoire of a child includes:
– nonverbal responses to what someone says (receptive)
– verbal responses specific to his/her motivation or MO
(mands)
– verbal responses that match exactly what someone else just
said (echoic)
– verbal responses to nonverbal stimuli in the environment
(tacts)
– verbal responses to what someone else just said that do not
exactly match what was just said (intraverbal)

17

• To develop this repertoire, it is essential to teach a child to

respond this way in the natural environment as well as
during formal intensive teaching.

18

9
 Naturalistic Teaching Discrete Trial Teaching (DTT)
Approaches (NTAs)
• Loosely structured sessions paced • Highly structured sessions paced by
by the student (e.g., typical play the teacher (e.g., student seated at
setting) table across from teacher)
• Free operant responding • Discrete learning trials
• No pre-specified order for instruction; • Specific scope and sequence for
target stimuli selected based on the instruction; target stimuli selected
student’s motivation irrespective of the student’s motivation
• Target stimuli are varied every few • Target stimuli repeated until criteria
trials are met
• Reinforcers are functionally related to • Responses and reinforcers are not
responses functionally related
• Loose shaping contingencies; any • Correct or successive responses are
vocalization is reinforced often reinforced
• Decreased need for specific • Requires special procedures for
procedures to target generalization generalization because target stimuli,
because target stimuli, reinforcers, and reinforcers, and prompts are not
prompts are present in natural present in natural environments
environments
19
(adapted from Delprato, 2001; Koegel, O’Dell, & Koegel, 1987; and Sundberg & Partington, 1998)

Examples of Teaching Language in a

Natural Environment
• Teaching a child to request various toys during a free play period.
• Teaching a child to request food items and receptively identify
utensils during snack time.
• Teaching a child prepositions while playing with a dollhouse.
• Teaching a child to label colors while doing a highly preferred art
activity.
• Teaching a child to ask and answer “wh” questions while playing a
game, such as Guess Who.
• Teaching a child to fill-in missing words while singing songs as a
class.
• Teaching a child to count while helping to pick out produce at the
grocery store.

20

10
 Reasons to Teach Language in the Natural
Environment
1. Since responses are selected based on the student’s motivation
they may be learned (acquired) more quickly.
2. Best condition to teach manding (requesting).
3. Uses stimuli, prompt strategies, and reinforcers that are present in
the student’s natural environment.
4. Teaching can be conducted by everyone the student interacts with
(e.g., teachers, parents, peers).
5. Typically associated with less aversive conditions and therefore less
problem behavior (Koegel, Koegel, & Surratt, 1992).
6. Interactions can more easily represent typical conversational
exchanges (i.e., can more easily mix across different response types
on a natural way).
7. Less need for specific strategies for generalization since the settings
in which the responses are taught are the settings in which most
responses will later be required.

21

Natural Environment Teaching (NET)

Goals
– Increasing the frequency and variety of verbal behavior across all verbal
operants

Procedures (Sundberg & Partington, 1998, 1999)

– Set up the natural environment in a way that is easy to contrive motivation for a
variety of reinforcers
– When the student displays motivation, prompt a verbal response
• Time Delay
• Model
– Deliver reinforcers specific to the motivation
– Use stimulus control transfer procedures to transfer control of mands from an
instructor’s prompt to the presence of the item and eventually to the MO
– Use stimulus control transfer procedures to transfer responses from mands
(requests) to other operants under different sources of control
– Vary antecedent stimuli and response requirements so as to mix and vary across
the verbal operants

These procedures, which are based off of the NLP, have been used to teach “where” and
“who” mands for information (Sundberg, Loeb, Hale, Eigenheer, 2002), to teach
spontaneous mands that occur solely under the control of the MO (Sweeney-Kerwin,
et al., 2007), to teach mands for missing items (Hall & Sundberg, 1987; Sigafoos,
Doss, & Reichle, 1989), to improve the acquisition of tacts following mand training
(Carroll & Hesse, 1987; Arntzen & Almas, 2002), and to improve the echoic and tact 22
repertoires following mand training (Drash, High, & Tudor, 1999).

11
 NET
by Learner Profile

NET for Early Learners

12
 Child's name: Pablo Key: Score Date Color Tester
Date of birth: October 19, 2007 1st test: 7 12/11 MF
Age at tes ting: 4-2 1 4-8 2 3 4 5 2nd tes t: 21 6/12 SC
3rd tes t:
4th tes t:
5th tes t:

LEVEL 3
Mand Tact Listener VP/MTS Play S ocial Reading Writing LRFFC IV Group Ling. Math

15

14

13

12

11

○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○

LEVEL 2
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic LRFFC IV Group Ling.

10

○○○ ○○○ ○○○ ●○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○

LEVEL 1
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic Vocal

●○○ ●○○ ○○○ ○○○ ●○○ ●○○ ○○○ ●●○ ○○○

25

NATURAL ENVIRONMENT TEACHING: EARLY

LEARNERS
STUDENT PROFILE: TEACHING OBJECTIVES:
.
• Limited basic skills • Put very few demands on the
• Weak echoic child and pair yourself with
• Almost no formal mands reinforcers.
• Few receptive responses • Have child take reinforcers
outside of the context from you.
• Few tacts • Gradually increase response
requirement.
• Few intraverbals • Begin errorless teaching of
mands with full complement
of prompts and then fade
prompts.
• Intersperse a few instructional
demands for easy tasks.
• Move to the formal teaching
setting briefly and mand for
reinforcers

26

13
 EARLY LEARNER NET LESSON PLAN: ANTHONY
ACTIVITY WHAT THE LEARNER WILL TALK ABOUT

Pairing N/A

Playing with Mands (requests):

Blocks • “Block” (sign)
• “Go” (vocal)

Receptive:
• Stack the block
• Put the block on top

Motor Imitation:
• Knocking down blocks
• Stacking blocks

Intraverbals:
• Ready, set, “go” (part mand)

27
VIDEO (Anthony with Christy)

EARLY LEARNER NET LESSON PLAN: SOFIA

ACTIVITY WHAT THE LEARNER WILL TALK ABOUT

Spinning Mands (requests):

• “Spin” (vocal)
• “All done” (vocal)

Katy ABCs Katy Old McDonald

28
VIDEO (Sofia with Emily)

14
 EARLY LEARNER NET LESSON PLAN: MAX
ACTIVITY WHAT THE LEARNER WILL TALK ABOUT

Sesame Street Mands (requests):

Musical Toy • Sesame Street characters (“Ernie,” “Grover,” “Cookie Monster,” “Zoe,” “Big Bird,”
“Elmo”)
• “Pull”

Receptive:
• Feet
• Stomp feet
• Clap hands
• Big Bird’s eyes
• Ernie

Motor Imitation:
• Stomping feet
• Nodding head
• Arms up

Tact (labeling):
• Sesame Street characters (“Big Bird,” “Zoe”)

VIDEO (Max with Emily) Max 2 Bobby/Brian

Leanne with Joey Working Hard

29

NET for Intermediate

Learners

15
 Child's name: Zaire Key: Score Date Color Tester
Date of birth: May 10, 2006 1st test: 33.5 11/10 LF
Age at tes ting: 4.6 1 4.11 2 5.5 3 4 5 2nd tes t: 59 4/11 LF
3rd tes t: 88.5 10/11
10/11 KC
4th tes t:
5th tes t:

LEVEL 3
Mand Tact Listener VP/MTS Play S ocial Reading Writing LRFFC IV Group Ling. Math

15

14

13

12

11

○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ●○○ ○○○ ○○ ○ ○○○ ○○○ ○○○ ●●○

LEVEL 2
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic LRFFC IV Group Ling.

10

9 na
na
8

●○○ ●○○ ○○○ ○○○ ●○○ ●●○ ●○○ ○ ●○ ○○○ ●○○ ●○○ ●○○

LEVEL 1
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic Vocal

○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○ ○○○

31

NATURAL ENVIRONMENT TEACHING:

INTERMEDIATE LEARNERS
STUDENT PROFILE: TEACHING OBJECTIVES:
• Several mands, some of which • Teach within the context of the
are emitted under the control activities which are reinforcing
of the motivating operation and motivating for the child.
(MO) and the transitive • Teach Mands, simple tacts,
motivation operation (CMO-T) receptive, RFFC, and simple
• Some receptive language, intraverbals.
including some RFFCs • Many of these responses will
(receptives by feature, be multiply controlled (e.g.,
function, and class) part or mostly mand).
• Many tacts • Begin the VB module in this
• Simple intraverbals environment.
• Move the teaching gradually
to more intensive teaching
settings.

32

16
 INTERMEDIATE LEARNER NET LESSON PLAN: JOHNNY
ACTIVITY WHAT THE LEARNER WILL TALK ABOUT

Art Project: Mands (requests):

Coloring • “Paint” (sign)
and gluing a • “Scissors” (sign)
pig picture • “Glue” (sign)
• “Paper” (sign)

Tact (labeling):
• “Pig”

Intraverbal:
• Oink, oink… “pig”
• Moo, moo… “cow”
• Pig… “oink, oink”
• Meow… “cat”

Managing Problem Behavior Andy

33
VIDEO (Johnny with Cindy)

INTERMEDIATE LEARNER NET LESSON PLAN: KAITLIN

ACTIVITY WHAT THE LEARNER WILL TALK ABOUT

Reading a book: Mands (requests):

“Brown • “Book” (sign)
Bear, Brown • “Candy” (sign)
Bear”
Tact (labeling):
• “Bird”
• “Duck”
• “Horse”
• “Frog”
• “Cat”
• “Dog”
• “Sheep”
• “Fish”

Intraverbal:
• Brown “bear,” brown “bear” (part tact)

Katie ABCs
34
VIDEO (Kaitlin with Laura)

17
 INTERMEDIATE LEARNER NET LESSON PLAN: DECLAN
ACTIVITY WHAT THE LEARNER WILL TALK ABOUT

Reading a Mands (requests):

picture • “Turn the page”
book • “Read”

Receptive:
• Cake
• High 5
• Bee
• Cat

Motor Imitation:
• Itsy bitsy spider song movements

Tact (labeling):
• “Train,” “hat,” “cupcakes,” “bathroom,” “duck,” “shower,” “clock,” “butterfly,” “bug,”
“ladybug,” “bunny,” “car,” “spider,” “fire truck,” “bus”

Intraverbal:
• Duck… “quack, quack”
• Clock… “tick tock, tick tock”
• Train… “choo choo”
• Bee… “buzz”
• “Itsy Bitsy Spider” song fill-ins (e.g., “spider”… “spout”... “rain”… “out”…”sun”)
• “Wheels on the Bus” song fill-ins (e.g., “bus”… “round and round”… “town”… “waa”)

35
VIDEO (Declan with Danielle)

NET for Advanced Learners

18
 Child's name: Timmy Key: Score Date Color Tester
Date of birth: December 17, 2006 1st test: 106 11/10 WM
Age at testing: 3-11 1 4-5 2 4-11 3 5-5 4 5 2nd test: 115 5/11 SR
3rd test: 132 11/11 SR
4th test: 141 5/12 KS
5th test:

LEVEL 3
Mand Tact Listener VP/MTS Play S ocial Reading Writing LRFFC IV Group Ling. Math

15 n/a
n/a
14 n/a
n/a
13 n/a n/a
n/a n/a
12

11

○●○○ ○●○○ ○●○○ ○●○○ ○○●○ ●○● ● ○●○○ ●●○● ○●● ● ●○○○ ○○● ○ ●○○○ ○●● ○

LEVEL 2
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic LRFFC IV Group Ling.

10

9 n/a
n/a
8

●○○○ ○○● ○ ○○○○ ○○○○ ○○○○ ●●● ● ○○●● ○○○○ ○○○○ ○○○○ ○○○○ ○○○○

LEVEL 1
Mand Tact Listener VP/MTS Play S ocial Imitation Echoic Vocal

○○○○ ○○○○ ○○○○ ○○○○ ○○○○ ○○○○ ○○○○ ○○○○ ○○○○

37

NATURAL ENVIRONMENT TEACHING:

ADVANCED LEARNERS
STUDENT PROFILE: TEACHING OBJECTIVES:
• Many spontaneous mands, • Teach within the context of the
including mands for reinforcing or motivational
information activities of the child.
• Complex tacts • Complex VB modules that are
• RFFCs conversations within non-
• Intraverbals verbal contexts.
• Some math skills • These modules include
answers to "wh" questions as
• Some reading skills well as manding for
information (i.e., asking "wh"
questions).
• Have similar but less complex
conversations in the intensive
teaching settings.

38

19
 ADVANCED LEARNER NET LESSON PLAN: CODY
ACTIVITY WHAT THE LEARNER WILL TALK ABOUT

Art Project: Mands (requests):

Making a • “How do we do it?”
butterfly • “Can I do it?”
• “Next color”

Tact (labeling):
• Parts a features of a butterfly (e.g., “wings,” “antenna,” “body,” “legs”)
Reading a book: Mands (requests):
“Caterpillar • “Turn the page”
Spring”
Receptive:
• Sleeping
• Woodpecker

Tact (labeling):
• “Sun,” “caterpillar,” “another bird,” “ladybug,” “ant,” “bee,” “dragonfly,” “leaf,” “flower,”
“butterfly”
• Parts and features of a butterfly (e.g., “wings,” “antenna,” “body,” “legs”)
• “Yes”/”No”
• Pronouns (e.g., “his”)

Intraverbal:
• What says tweet, tweet? – “bird”
• What does a bee say? – “buzz”
• Tell me something that swims in the water – “fish”
39
VIDEO (Cody with Cindy)

ADVANCED LEARNER NET LESSON PLAN: CODY

ACTIVITY WHAT THE LEARNER WILL TALK ABOUT

Reading a book: Mands (requests):

“The Big • “Wait”
Truck Book”
Tact (labeling):
• “Farm truck”

Intraverbal:
• Tell me some other vehicles – “Garbage truck”… “passenger train”… “car”… “bike”

End of last video for this video

NET Videos

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