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WOMAN: Where’s the maracas? There they are. Where’s the drums? AMIRIS DIPUGLIA: Natural environment training, ensuring that our students can respond not only in structured settings, but in their
natural environment, that the skills taught in a structured setting can be generalized to all environments that they are exposed to. GIRL: . . . SHERYL WATSON: He’s riding on a bus. AMIRIS DIPUGLIA:
We make sure that all classrooms are putting emphasis on natural environment teaching, and what this means is that they’re systematically planning for opportunities to teach students to respond
outside of the intensive teaching sessions. SHERYL WATSON: Dog. GIRL: Dog. SHERYL WATSON: Dog. AMIRIS DIPUGLIA: Down the road what we’re looking for is to have the students to be able to respond in
different environments outside of that classroom. Being able to respond when they’re in the cafeteria, out in the playground, out in the community. Every activity is an opportunity to teach the
verbal operants, to teach the behaviors that we’re trying to build for the students. KATIE: What’s this called? TOMMY: Apple. ANDREW: Apple. KATIE: Good. What’s an apple, Andrew? ANDREW: A
fruit. WOMAN: Good. And what color is it, Dennis? DENNIS: Red. KATIE: Good. And what is it, Tommy? TOMMY: Apple. KATIE: Good. AMIRIS DIPUGLIA: Natural environment training ensures that the students
can utilize those skills learned in the intensive teaching or more direct instruction setting in their everyday lives. MIKE MIKLOS: For more information, visit the PaTTAN website.