What is the first step a teacher should take when using incidental teaching methods in a natural environment for students with ASD?

The first step a teacher should take when using incidental teaching methods in a natural environment is to bring students to the area where environmental cues will be evident and wait for a response. This approach is foundational to incidental teaching, which emphasizes the learning opportunities presented by the environment itself.

By bringing students to a context rich with environmental cues, teachers foster spontaneous interactions that can lead to meaningful learning experiences. In this natural setting, students are more likely to engage with various stimuli, promoting their ability to communicate and learn in a way that feels relevant and immediate to them. Waiting for a response allows the teacher to observe the student’s interests and motivations, which can then guide the teaching interaction that follows, as it capitalizes on the student's natural curiosity and engagement with the environment.

This method contrasts with simply giving directions or directing attention to specific materials, which can be less effective at fostering spontaneous communication. Gentle physical guidance can also be useful later in the process, but starting with creating the right environment is essential for effective incidental teaching.