Show:
Early Learner NET Scenarios
Group Activity NET Scenarios
Communication NET Scenarios
NET Basics
Misc
100

During bubbles, the learner reaches toward the container and looks at the RBT. What NET goal could be targeted?

Answer Examples:

  • Manding
  • Eye contact
  • AAC request
  • Vocal approximation
100

During music group, a learner copies hand motions after peers do them. What skill area is being targeted?

Imitation 

100

The learner independently touches “swing” on AAC before outside time. What verbal operant is this?

Mand

100

This teaching style occurs naturally during play and daily routines rather than at a table.

What is Natural Environment Teaching (NET)?

100

Scenario:
The learner begins crying when bubbles stop.

Question:
What are TWO appropriate NET teaching opportunities?

Answer Examples:

  • Teach “more bubbles”
  • Teach waiting
  • Teach requesting help
  • Teach calm body strategies
200

A learner begins wandering away during circle time. What is one appropriate antecedent strategy?

Answer Examples:

  • Transitional warning
  • Visual schedule
  • Increased reinforcement
  • Flexible seating
  • Movement breaks
200

During snack, the learner grabs peers’ food items. What replacement skill could be taught?

Answer Examples:

  • Requesting appropriately
  • Waiting
  • Tolerating denial
  • Sharing skills
200

An RBT repeatedly says, “What do you want?” before every AAC response. What instructional issue may develop?

Prompt dependency

200

Name two advantages of NET.

Answer Examples:

  • More natural learning
  • Increased motivation
  • Better generalization
  • More spontaneous communication
200

Scenario:
The learner repeatedly mouths toys during free play.

Question:
Name one antecedent strategy and one replacement behavior.

Answer Example:
Antecedent: provide chewable/sensory supports
Replacement: requesting chewable appropriately

300

During block play, the learner throws pieces when the tower falls. What replacement behavior should be targeted?

Answer Examples:

  • Requesting help
  • Tolerating losing
  • Functional communication
  • Emotional regulation responses
300

A learner leaves the group every time demands are presented. What is the likely function?

Answer:
Escape/avoidance

300

A learner pushes an item away during NET. What communication response could be shaped from this behavior?

Answer Examples:

  • “No”
  • “All done”
  • “Break”
  • Rejecting responses
300

True or False: NET should only happen during playtime.

False

300

Scenario:
A learner refuses to sit during tabletop activities.

Question:
How can NET principles be used to increase participation?

  • Embed learning into movement
  • Use preferred materials
  • Shorten demands
  • Alternate DTT with play
  • Increase natural reinforcement
400

A learner independently says “open” while holding a marker cap. What should the RBT do immediately?

Answer:
Provide immediate reinforcement by opening the marker and delivering praise.

400

During peer play, the learner only plays independently. Name one social NET target.

Answer Examples:

  • Parallel play
  • Turn taking
  • Peer manding
  • Joint attention
400

A learner only uses AAC during table work but not during play. What generalization concern exists?

Failure to generalize communication across settings/activities

400

This type of teaching follows the child’s motivation and interests.

What is child-led teaching?

400

Name 3 ways to contrive mands

Answer Examples

  • Place preferred items in sight but out of reach to encourage requesting
  • Pause during a preferred activity (e.g., stopping bubbles, music, or swinging) to create communication opportunities
  • Give small portions of preferred items so the learner must request more
  • Offer choices between preferred items or activities
  • Provide an item with a missing piece (e.g., markers without paper) to encourage requesting help or missing items
  • Wait expectantly before delivering a desired item or activity
  • Create silly or unexpected situations during play to encourage communication
  • Interrupt routines briefly to encourage the learner to initiate communication
500

A learner cries during cleanup transitions. Name one antecedent strategy and one teaching target.

Answer Example:
Antecedent: visual timer/transitional warning
Teaching Target: functional communication for “more time” or “help”

500

A learner engages in verbal protest when asked to share materials during arts and crafts. What should the RBT avoid doing?

Answer Examples:

  • Forcing immediate sharing without supports
  • Removing all reinforcement
  • Excessive verbal reprimands
  • Placing too many demands rapidly
500

Describe one way to naturally contrive manding opportunities during sensory play.

Answer Example:
Pause the activity briefly, hold materials, offer choices, or require requesting continuation using AAC.

500

Give an example of a NET opportunity during snack time.

Answer Examples:

  • Manding for snack items
  • Requesting “open”
  • Identifying foods/colors
  • Following directions
500

Fix the Mistake

“RBT asks 15 questions in a row while learner tries to play.”



  • Too many demands
  • Not learner-led
  • Reduce demands and follow motivation