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ECSE 602Instructional Programming

for Infants and Young Children with Disabilities

This session will address:•Preschool Blocks •Activity-based Intervention•Naturalistic approaches•Curriculum Modifications

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Developmentally Appropriate Routines• Predictable

• Flexible time blocks

• Reasonable rate/rhythm

• Respond to developmental differences

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Developmentally Appropriate Routines

Balance:

• Teacher directed/child directed

• Teacher initiated/child initiated

• Quiet/Noisy activities

• Passive/Active activities

• Indoor/Outdoor activities

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Especially for Toddlers

• Build in periods of quieter activities

• Use lots of consistent non-verbal cues

• Eliminate “wait” time

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Transitions

• Advance notice

• Familiar Cues

• What’s next?

• Using adult support

• Minimize chaos

• Develop responsibilities and relationships

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Virginia’s Foundation Blocks for Early Learning

• Developed to “provide early childhood educators a set of minimum standards in literacy, mathematics, science, and history and social science with indicators of success for students entering Kindergarten based on scientifically based research.”Aligned to Virginia’s Kindergarten Standards of Learning (SOL), Virginia’s Phonological Awareness Literacy Screening (PALS), and Teaching Our Youngest, A Guide for Preschool Teachers and Child-care and Family Providers

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Getting Stronger…

• 2004 –Changes to the Appropriation Act for VPI “Required…the Department to establish academic standards that are in accordance with appropriate preparation for students to be ready to successfully enter kindergarten.”

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The Brick House

• Specific indicators for Prekindergarten children in the content areas of Literacy—reading, oral expression, vocabulary,

phonological awareness, letter knowledge, early word recognition, print and book awareness, and written expression

Math--number and number sense, computation, measurement, geometry, data collection and statistics, and patterns and relationships

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Standards of Learning

• A way for the VDOE to outline the goals and objectives of the curriculum taught at each grade level in each subject.

• A way to measure how these goals and objectives are met.

• Considered high-stakes testing for the schools themselves at the elementary and middle school level, and the results are part of the School Performance Report Cards

• The pass rate is the determining factor of whether or not a school attains or retains its accreditation status. (Ele. And Middle Schools)

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Standards of Learning

• For children and familiesTests can also measure competencies and

highlight individual learning strengths and weaknesses

Give important information about expected skills for children at that level

“Test taking experience"

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Activity-based Intervention (ABI)Definition:

ABI was defined as a “child-directed, transactional approach that embeds intervention on children’s individual goals and objectives in routine, planned, or child-initiated activities, and uses logically occurring antecedents and consequences to develop functional and generative skills” (Bricker & Cripe, 1992, p. 40).

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Activity-based Intervention (ABI)Foundational theory for ABI

• Sociohistorical theory Vygotsky: interactional perspective

• Cognitive theory Piaget: the nature of environmental feedback

and children’s active exploration

• Learning theory Dewey: meaningful and functional experiences

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Activity-based Intervention (ABI)• Developmental theory

Cichetti & Cohen: interaction within and between biological and behavioral systems

• Behavioral learning principles ARC: the three-part sequence

Antecedent Response Consequence• Antecedent: a condition, setting, or level of

support that serves to elicit a particular behavior• Response: the particular behavior• Consequence: the actions that occur after

responses

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Activity-based Intervention (ABI)Major tenets underlying ABI

The immediate environment and the larger sociocultural context have a significant influence on the developing child.

Child initiation and active involvement enhance learning.

Children should be engaged in functional and meaningful activities.

Development progresses through the integration of multiple processes.

(Bricker et al., p. 232)

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Elements of Activity-based Intervention

Four major elements of ABI:

• 1. Child-initiated transactions children’s initiationchildren’s lead in directing activities the reciprocal interaction between the child’s

behavior and the social/physical environment

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Elements of Activity-based Intervention• 2. Embedding children’s goals and

objectives including goals and objectives in an

activity/event in a meaningful wayCombining three types of activities:

• Routine activities• Planned activities• Child-initiated activities

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Elements of Activity-based Intervention• 3. Logically occurring antecedents

and consequences the number and type of antecedents offered the type and frequency of children’s

responses the nature of the consequences

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Elements of Activity-based Intervention• 4. Functional and generative skills

independent functioningskills across developmental areas and

settings (e.g., place, people, event)

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A Linked Systems Approach

• The four components of a linked systems approach:assessmentgoal development interventionevaluation

Assessment Goal Development InterventionEvaluation

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A Linked Systems Approach

Assessment: an ongoing collaborative process of systematic observations and analysis

goal development: the major supports or guides for intervention

Intervention: strategies, teaching methods, activities, events

Evaluation: an ongoing process in which children’s previous performance is compared with a later performance

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The Goal for EI/ECSE

to improve children’s acquisition and use of important motor, social, affective, communication, and intellectual behaviors that, in turn, are integrated into response repertoires that are generative, functional, and adaptable (Bricker et al., pp. 224-225)

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The Concepts of generative, functional, adaptable

Generative: a child’s ability to formulate a response that is appropriate for changing conditions

Functional: the usefulness of responses for a child

Adaptable: children’s abilities to modify their response repertoires to accommodate social or physical constraints

Naturalistic Model

• Goal of the naturalistic curriculum model “to enhance the young child’s environmental

control, participation, and interaction in natural experiences consistent with the cultural values and expectations of the family” (p. 82, Noonan & McCormick, 2006)

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Naturalistic Model

• Content of instruction Age-appropriate skills Individualized Skills for participating in present and future

environments

• Context for instruction Natural experiences Family involvement Community-based

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Naturalistic Model• Instructional methods

Minimally intrusive Functional Sensitive Interactive

• Cultural relevance Psychocultural Sociocultural Heterogeneous

• Evaluation methods Generalization Naturalistic conditions Ecological assessment

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Naturalistic Model—Ecological Perspective

Naturalistic Model

• Implementing a naturalistic curriculum Conduct child-centered planning Conduct ecological assessment Develop instructional objectives Develop instructional plans Prepare an instructional schedule Implement instruction Monitor progress

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Curriculum Modification

• Curriculum modification A change of the ongoing classroom activity or

materials

• Purpose To facilitate or maximize a child’s participation in

planned activities and routines

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Curriculum Modification

• Types of curriculum modifications Environmental support Materials adaptation Activity simplification Child preferences Special equipment Adult support Peer support Invisible support

(Sandall & Schwartz, 2008, p. 54)

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Curriculum Modification

• Structural supports Techniques that are developmentally appropriate

used to help children learn appropriate classroom and social behaviors

• Ways to structure the environment for success Provide a balance between child-directed and adult-

directed activities; Design a variety of areas in the classroom that are

easily viewed and have boundaries; Make sure materials are organized and in good

working order; Offer activities that provide many ways for children to

respond.

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Curriculum Modification

• Ways to structure activities for success Support participation; Have high expectations; Be consistent; Give good, clear directions; When children are participating, provide

feedback on their performance and efforts.

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Curriculum Modification

• Ways to structure transitions for success Teach children your expectations for their

behavior during transitions; Use pictures or other salient cues; Begin the activity when a few children are ready; When in doubt, teach the routine.

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