# NET (Natural Environment Teaching) taxonomy — TRACE v1 # Self-contained: skills + MOs + natural contexts for naturalistic teaching. # Citation: Hart & Risley 1975 JABA; McGee, Krantz, McClannahan 1985 JABA. method: id: net name: Natural Environment Teaching short: NET citation: "Hart, B. & Risley, T. R. (1975). JABA, 8(4), 411–420. https://doi.org/10.1901/jaba.1975.8-411; McGee, G. G., Krantz, P. J., & McClannahan, L. E. (1985). JABA, 18(1), 17–31." when_to_use: > Mand / requesting; generalization phase; when motivation is the limiting factor; when the skill's natural occasion is ecologically predictable (e.g., requesting food during snack time). # VB-MAPP domains appropriate for NET (motivation-driven skills). skill_domains: vbmapp: levels: - id: L1 name: Level 1 developmental_age: "0–18 months" - id: L2 name: Level 2 developmental_age: "18–30 months" - id: L3 name: Level 3 developmental_age: "30–48 months" domains: - id: mand name: Mand gloss: Requesting L1: - single-word mands for preferred items - mands for missing items needed to complete an activity - mands for actions - mands for help - mands using 2-word phrases - mands for a break (e.g., "break please", AAC "I need a break") - mands for activity completion ("all done", "finished") - mands to use the bathroom (e.g., "bathroom", "potty", "I need to go", AAC bathroom icon) L2: - mands for information using "what" - mands for information using "where" - mands using adjectives (big, little, more) - mands for attention from peers - mands for others to stop an action - mands for a break during a non-preferred task ("break please, I need a break") - mands to indicate completion of a step or activity ("all done with this one") L3: - mands for information using "why" - mands for information using "when" - mands using complete sentences with correct grammar - mands for future events or items not present - mands using polite social conventions - mands for a break with reason ("I need a break, I'm frustrated") - mands to indicate completion in context ("I'm all done with math, can I start reading?") - id: social name: Social Behavior & Social Play L1: - makes eye contact during interactions - responds to own name - engages in social games (peek-a-boo, tickle) - shows items to others spontaneously - tolerates proximity of peers during parallel play L2: - initiates social interactions with peers - takes turns during structured activities - shares materials with peers when prompted - engages in cooperative play with one peer - responds to peer initiations appropriately L3: - maintains reciprocal conversations with peers - demonstrates empathy and perspective-taking - negotiates and compromises during group activities - joins ongoing peer activities appropriately - maintains friendships over time - id: spontaneous_vocal name: Spontaneous Vocal Behavior L1: - spontaneously vocalizes during preferred activities - spontaneously names items in the environment - spontaneously requests desired items without prompts - spontaneously greets familiar people - spontaneously comments on events L2: - spontaneously describes ongoing activities - spontaneously asks questions about the environment - spontaneously reports past events - spontaneously uses social phrases appropriately - spontaneously initiates conversation with peers L3: - spontaneously tells stories or narratives - spontaneously makes relevant comments in conversations - spontaneously adjusts language to different listeners - spontaneously uses humor appropriately - spontaneously provides explanations and reasons - id: intraverbal name: Intraverbal gloss: Contextualized verbal-to-verbal responding L2: - answers WH-questions about familiar topics - describes function of common objects - names items in categories when given the category - answers social questions (How are you?) - describes recent events in sequence L3: - answers why- and how-questions - engages in multi-turn conversations on a topic - makes inferences from given information - provides definitions of words - answers hypothetical questions # MO (Motivating Operation) arrangement templates by skill-type category. # The generator picks one based on the skill target keywords. mo_arrangements: - id: deprivation_preferred_item applies_to: [mand_item, mand_action] text: "Briefly withhold or restrict access to the target preferred item/activity for 30–60 seconds to establish motivation before the teaching opportunity." context_examples: [snack time, free play, leisure time] - id: missing_item_completion applies_to: [mand_help, mand_missing] text: "Arrange an activity that requires a specific item to complete, then omit that item from the available materials. Wait for the learner to notice the gap." context_examples: [art activity, snack preparation, puzzle] - id: break_opportunity applies_to: [mand_break] text: "Present a brief non-preferred task or demand at a level the learner can tolerate but may wish to pause. Wait for a request-for-break topography; honor the request immediately on first acquisition (CRF), thin later." context_examples: [work time, tabletop task, academic period] - id: completion_opportunity applies_to: [mand_completion] text: "Set up a clearly-bounded activity with a visible endpoint (e.g., a worksheet, a puzzle, a sorting task). Wait for the learner to indicate completion verbally or via AAC; honor the indication immediately." context_examples: [worksheet, puzzle, sorting task, meal] - id: bathroom_opportunity applies_to: [mand_bathroom] text: "Arrange a scheduled toileting window (typically 30–60 minutes after fluid intake) and observe for pre-toileting signs (body position, vocalization, squirming). Model the mand topography (vocal, sign, or AAC icon) at the first sign of need; reinforce any approximation with immediate escort to the bathroom. Do not prompt after an accident has started." context_examples: [post-snack window, post-drink window, scheduled mid-morning check, end-of-activity transition] - id: unexpected_change applies_to: [mand_info_what, mand_info_where, spontaneous_comment] text: "Create a small environmental change (new item, familiar item in new location, surprise event) that invites a verbal comment or question." context_examples: [morning greeting, room transition, activity setup] - id: peer_presence applies_to: [social_initiation, social_turn_taking, peer_mand] text: "Arrange a shared activity with one or more peers where the target response is naturally occasioned (turn-taking game, shared snack, collaborative task)." context_examples: [peer play, circle time, shared snack] - id: reciprocal_conversation applies_to: [intraverbal_multi_turn, social_reciprocal, spontaneous_narrative] text: "Engage the learner in a naturalistic conversation on a topic of demonstrated interest. Pause at natural turn boundaries to invite the target response." context_examples: [transition conversation, post-activity debrief, leisure chat] - id: routine_lead_in applies_to: [spontaneous_greeting, intraverbal_routine] text: "Use the natural beginning/ending of an established routine (morning arrival, mealtime, departure) as the moment for the target response." context_examples: [arrival, snack, departure] # Natural-context examples drawn into prompts for variation natural_contexts: - snack time - free play with preferred materials - transition between activities - morning arrival routine - peer group game - art / craft activity - leisure / sensory break - outdoor play - shared meal preparation - departure routine # Prompt strategies used in NET (subset of full hierarchy — naturalistic) prompt_strategies: - id: time_delay name: Time Delay description: "Wait a brief interval (0->2->4 s) for independent response before delivering a model or verbal prompt." best_for: "Most NET mand and spontaneous vocal targets." - id: model_then_fade name: Model + immediate fade description: "Deliver a vocal/gestural model if no response within the motivated moment; fade to expectant look over sessions." best_for: "Acquisition of new mand topographies." - id: expectant_look name: Expectant look (pause) description: "Deliver no prompt — maintain eye contact and hold the preferred item until the learner responds." best_for: "Established mands; fading teacher-delivered prompts." - id: verbal_fill_in name: Verbal fill-in description: "Deliver a partial phrase and pause; learner completes the vocal response." best_for: "Song, rhyme, or scripted social-phrase targets." # Natural reinforcers — always the functional outcome of the target response natural_reinforcer_examples: mand_item: "immediate access to the requested item for 30–60 seconds." mand_action: "performance of the requested action." mand_help: "adult delivers the requested help, task completed together." mand_missing: "the missing item is provided, activity can continue." mand_break: "immediate brief escape from the demand (30–60 seconds) to a neutral or preferred activity." mand_completion: "the activity ends immediately and the learner transitions to the next preferred activity." mand_bathroom: "immediate escort to the bathroom; the learner is not required to complete the current task before going. Pairing the mand with timely bathroom access is what teaches the learner that requesting works." mand_info_what: "adult answers the question informatively." mand_info_where: "adult answers the question or provides location." mand_attention: "adult attends to the learner and engages briefly." social_initiation: "peer engages back; activity continues with both." social_turn_taking: "turn is delivered; game continues." spontaneous_comment: "adult attends to the comment with matching affect." spontaneous_greeting: "adult returns the greeting warmly." intraverbal_multi_turn: "conversation continues with adult's naturally matched reply." default: "natural social or tangible consequence matching the function of the response." # Mastery criteria for NET programs (slightly different emphasis than DTT) mastery_criteria: - id: mc_indep_natural_env text: "Independent use of target response across 3 natural opportunities per day for 3 consecutive days." - id: mc_generalize_multi_therapist text: "Independent use across 3 different adults and 2 different settings within 2 weeks." - id: mc_peer_initiation text: "Independent use with a peer in unstructured free play across 2 consecutive sessions." - id: mc_spontaneous_rate text: "Average rate of ≥ 3 spontaneous responses per 30-minute session across 3 consecutive sessions." - id: mc_fluent_exchange text: "Fluent exchange (response within 3 s of MO / opportunity) with appropriate topography, 80% of opportunities across 3 sessions."