Dear What is 'natural' really?
Great question — and one that families ask often. The short answer is: No, naturalistic teaching is not the same everywhere. In fact, there are major differences between what some providers call “naturalistic” and what it actually looks like in practice.
What Naturalistic Environment Teaching Should Mean
In true naturalistic learning, teaching happens:
- During activities the child chooses or is motivated by
- Using materials the child is already interested in or shows interest in
- By challenging with respect for the child's development and in ways that prioritize dignity and safety
- Within the environments the child naturally explores (including outdoors)
- Through play, movement, and shared enjoyment
- Without forcing participation or compliance
- With the child leading the direction and pace
- With the understanding that the adult/RBT must learn to read and understand the child's behavior
Naturalistic teaching is supposed to feel joyful, respectful, and meaningful — not adult-directed or rigid.
What It Sometimes Means in Practice (and Why Families Notice a Difference)
Many ABA programs describe themselves as “naturalistic” because sessions happen in a playroom, games and toys are used, or an RBT sits on the floor with a child instead of at a table.
But the teaching can still be:
- Adult-led and in a space the adult chose
- Heavily prompted
- Reinforcement-driven rather than relationship-driven
- Focused on checklists rather than connection
- More about “getting through programs” than following the child
- Focused on teaching a child to comply over communicating their needs, wants, and feelings.
That is very different from true naturalistic intervention.
What Naturalistic Teaching Looks Like at GVBSC
At Grand Valley Behavior, we practice true naturalistic environment teaching, meaning:
- The child always has access to choice and autonomy
- We follow their lead, not a preset agenda
- Learning goals are embedded into the activities they already love
- Teaching moments are created through curiosity, connection, and shared joy
- We adjust our actions to match the child’s regulation, interest, and comfort
- Outdoor environments are used freely and intentionally
- We prioritize relationships, emotional safety, and assent
- Progress requires connection, communication, and confidence — not compliance
For example, if a child wants to explore rocks and dirt outside, we join them there and embed learning to support the goals into that play, which are developed with the child's caregivers, rather than redirecting them to an adult-planned task.
Why This Matters
When naturalistic teaching is done well, children:
- Feel safe and understood
- Stay motivated because activities are meaningful
- Communicate more spontaneously
- Build trust and confidence
- Engage with others more naturally
- Reduce frustration and challenging behavior
- Learn skills that generalize because they’re tied to real life
So Is It the Same Everywhere?
No — not at all.
“Naturalistic ABA” can look very different depending on the provider. At GVBSC, it is one of the core foundations of our practice, not a buzzword or a checkbox.
We work hard to ensure that naturalistic teaching:
- honors neurodiversity,
- respects autonomy,
- prioritizes emotional well-being, and
- creates authentic, joyful learning moments.
If you ever want to see what this looks like in action, we’re always happy to share examples or arrange a parent observation.
Sincerely,
GVBSC BCBA