What this study is
Schreibman et al. (2015) is a landmark consensus paper authored by 13 leading autism researchers that defined and validated a category of interventions they called Naturalistic Developmental Behavioral Interventions (NDBIs) — play-based, relationship-focused approaches that combine the rigor of ABA with the child-led, developmentally informed principles of developmental psychology.
This paper is significant because it formally bridges what had previously been seen as opposing camps in autism intervention — structured behavioral approaches (like traditional DTT) and naturalistic developmental approaches (like Floortime) — showing that the most effective interventions combine the best of both.
What are NDBIs?
Naturalistic Developmental Behavioral Interventions share a specific set of features that distinguish them from purely structured behavioral approaches and from purely relationship-based developmental approaches:
- Delivered in natural environments — in the home, the classroom, or during play — not only at a table
- Grounded in behavioral principles — systematic reinforcement, clear targets, data collection
- Developmentally informed — goals follow developmental sequences; child interests guide the content
- Child-initiated opportunities — teaching moments arise from the child's own behavior and interests, not solely from adult-initiated trials
- Focus on generalization — skills are practiced across people, settings, and materials from the start
- Parent involvement — parents are trained as co-interventionists
Examples of NDBIs include the Early Start Denver Model (ESDM), Pivotal Response Treatment (PRT), Joint Attention Mediated Learning (JAML), and Reciprocal Imitation Training (RIT).
What the researchers found
The paper reviewed the evidence base for NDBIs and found that:
- Multiple NDBIs had been validated through rigorous research, including randomized controlled trials.
- NDBIs produced significant improvements in social communication, language, and play across multiple studies and research groups.
- NDBIs produced better generalization of skills than purely structured approaches — because skills are learned in natural contexts from the beginning.
- Children showed higher motivation and engagement during NDBI sessions compared to traditional DTT, which may support longer-term participation in intervention.
- Parent-implemented NDBIs showed effect sizes comparable to professionally delivered NDBIs — supporting parent training as a core delivery model.
Why this paper matters for parents
This paper matters because it validates an approach to teaching that many parents already instinctively prefer — learning through play, following the child's interests, making practice feel like natural interaction rather than a test. It showed that this instinct is not just comfortable; it's effective.
It also resolves a false dichotomy that parents sometimes encounter: the idea that they have to choose between "proper ABA" (structured, table-based, clinical) and "gentler" naturalistic approaches. The evidence shows that integrating both — systematic behavioral principles delivered in natural, child-led contexts — produces the best outcomes.
What it means in practice
- You don't have to choose between formal sessions and natural play — both are valuable and should be combined.
- Following your child's lead during practice is not "giving in" — it's a research-supported strategy that increases engagement and generalization.
- Embedding learning opportunities into daily routines — mealtimes, bath time, play, errands — is not a second-best substitute for formal practice. It is itself an evidence-based approach.
- Parent involvement in delivering intervention in natural home environments is one of the most consistently supported components of effective autism intervention.
Full citation
Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A. P., Bruinsma, Y., McNerney, E., Wetherby, A., & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments. Journal of Autism and Developmental Disorders, 45(8), 2411–2428. https://doi.org/10.1007/s10803-015-2407-8