From structured teaching to real life learning

By: Cristina Martínez M.B.A, M.S, BCBA, LBA Coauthor: Ariadna Martin MS

When families think about ABA (Applied Behavior Analysis) therapy, they may picture a child sitting at a table practicing skills one by one. That can absolutely be part of ABA, and for some skills, it can be very helpful. But it is not the whole picture.

Children do not learn in only one way. Sometimes they need structure. Sometimes they need play. Sometimes they need quiet practice, and sometimes the best learning happens in the middle of real life, while asking for a snack, building with blocks, getting ready to go outside, or laughing during a favorite game. That is why ABA often combines structured teaching with Natural Environment Teaching, or NET.

One of the most common structured teaching approaches in ABA is called Discrete Trial Training (DTT). In simple terms, DTT breaks learning into small, manageable steps. A therapist presents an instruction or question, the child responds, and the therapist provides support or reinforcement. These short teaching opportunities are repeated in a clear and organized way to help children learn new skills with consistency.

For example, if a child is learning to identify colors, imitate sounds, or follow simple instructions, DTT can help create a focused environment with fewer distractions. For many children, this structure makes learning easier and less overwhelming. But… learning should not stay at the table.

A skill becomes truly meaningful when the child can use it naturally. A child may practice saying “help” during a structured activity, but the real magic happens when they use that word while trying to open a toy, reach a snack, or ask a parent for support. That is where NET becomes so important.

Natural Environment Teaching brings learning into the child’s everyday world. It uses play, routines, favorite activities, movement, and real interactions to help children practice skills in ways that feel useful and natural. Instead of learning feeling separate from life, it becomes part of life.

This balance also connects with the way ABA is evolving today. Families and professionals are talking more about therapy that feels respectful, flexible, and meaningful for the child. Good ABA is not about making children perform skills only because they were asked. It is about helping them communicate, participate, and grow in ways that matter to their daily lives.

So the goal is not to choose between DTT and NET. The goal is to use both thoughtfully. A therapist may introduce a skill in a structured way through DTT, then later practice that same skill naturally during play or everyday routines. A child may learn a request at the table, then use it during snack time. They may practice waiting during a teaching activity, then use that same skill while playing a game with another child.

For parents, this can feel reassuring. It means progress is not limited to therapy sessions or perfect practice moments. Learning can happen while getting dressed, cleaning up toys, choosing a snack, taking turns, or walking into the community.

Structure helps build the skill. Natural moments help the child use it. And together, they create learning that feels connected, respectful, and meaningful in the real world. In the end, ABA works best when skills are not just learned, but lived.