William McInerney, Ph.D.Laurie Dinnebeil, Ph.D.

Lyn Hale, Ph.D.Margie Spino, M.A.

Judith Herb College of EducationUniversity of Toledo

DEC Conference - Albuquerque, N.M.October 16, 2009

Supporting Effective Consultation Supporting Effective Consultation in Itinerant Pre-K SPED Services: in Itinerant Pre-K SPED Services:

Tools for SuccessTools for Success

IECSE Services Across U.S.

OSEP does not require SEAs to report number of children receiving itinerant services

OSEP does not report number of children receiving itinerant services

OSEP does report number of children served in different educational environments

OSEP Part B 619 Educational Environments

• Regular EC program at least 80% of time

• Regular EC program 40%-79% of time

• Regular EC program less than 40% of time

• Home

• Separate class• Separate

school• Residential

facility• Service

provider location

Number of Children Ages 3-5 yrs. Served Under IDEA Part B 619, in U.S. (2007)

Percent of Children Ages 3-5 yrs. Served under IDEA Part B 619 in U.S. (2003-2007)

65% 67%64%63%64%

Massed vs. Distributed Practice

Massed Practice• Child instructed with

same materials, multiple times in single session, without a break

• EXAMPLE: Identifying basic shapes for 20 minutes in one day

Distributed Practice• Child practices with

same or different materials, multiple times, with breaks between instruction/ practice

• EXAMPLE: Practice identifying basic shapes for 10 mins. during sessions scheduled several times per week

Research Support: Distributed Practice

Adults Ebbinghaus, 1885/1964 Donovan & Radosevich, 1999, meta-analysis Cepeda, Pashler, Vul, Wixted & Rohrer, 2006,

meta-analysis

Children - ages 3 months to 8 years old Childers & Tomasello, 2002 (word learning) Rea & Modigliani, 1985 (spelling, math) Rovee-Collier, 1995 (visual recognition) Seabrook, Brown, & Solity, 2005 (phonics)

OBJECTIVES OF CONSULTATION:

Multiple Levels of Influence and Effect

The Process of Consultation in IECSE

Services

Components of Effective IECSE Consultation Service Model

Monitoring of Child Progress

Analysis of Learning Environment

Feedback/Partner Progress

Prioritizing Child IEP Objectives

Transfer of Knowledge, Skills, Attitudes & Values

Administrative Support

Interpersonal Communication

Skills

Communication with Families

Self-Advocacy & Professional Development

Level 1 - Addressing Priority IEP Level 1 - Addressing Priority IEP ObjectiveObjectivess

• Review of IEP to Determine Options for Instruction 

Use of MEPI Process with ECE Partner Teacher 

 

MEPI Model for Determining Level of Intensity of Intervention

Planning Model

IEP Intervention Planning with Consultation ‘Partner’

•Maturation - Biological Influence•Environment - Facilitative effect of materials,

routines, etc.•Peer Mediation - Structured peer interactions•Intensive - Direct intervention necessary

M = Maturation / Biology

• Evaluate learning objective to determine if ‘target’ behavior / skill is likely to improve as a result of biological development and experience without significant teacher or peer involvement

• (e.g. minor articulation problems, grasping of objects, dressing skills, response to peer communication bids)

E = Environmental Support

Evaluate learning objective to determine if ‘target’ behavior / skill is likely to improve as a result of child access to materials or teacher ‘engineering’ of learning (or home) environment’. Will securing items in a variety of containers and placing out of child’s reach result in increased opportunities for fine motor skill development and communication (e.g. seeking desired toy/item with or w/o request for assistance)?

P = Peer Intervention / Support

Evaluate learning objective to determine if ‘target’ behavior / skill is likely to improve as a result of child interaction with competent peers. Teacher organization of ‘peer buddies’ and cooperative activity groups will increase opportunities for imitation learning (via peer modeling). Also peer ‘expectations’ for social interaction and communication may provide ‘motivation’ to target child to improve skill or behavior

I = Intensive / Direct Intervention

• Evaluate learning objective to determine if ‘target’ behavior / skill requires IMMEDIATE intervention and/or will enhance child’s acceptance in learning community. Examples would include aggressive behavior, very limited communication skills, very limited personal mobility, and toilet training (if developmental indicators present). Child would not be expected to make reasonable progress toward acquisition of this skill/behavior without DIRECT and consistent teacher intervention.

Level 1 - Addressing Priority IEP Level 1 - Addressing Priority IEP ObjectiveObjectivess

• Matching of Priority Learning Objectives with Curriculum 

Development of Planning Matrix (Objectives x Activity) with ECE Partner Teacher 

ECE Teacher: J ennif er Bristol Date: 10/ 23/ 2008

Matrix Planning Form

I n the fi rst column, list the routine/ schedule and describe in detail what will be occurring during each time period f or this particular day. For each I EP objective you will address f or Amanda, identif y three (3) diff erent opportunities across the day where you can embed the I EP objectives into the daily routine. I n the boxes, describe in observable terms what Amanda will do to indicate this learning objective is being addressed. I EP Objectives

Child A: 1. Will use words/ gestures to indicate wants and needs. 2. Will begin daily routine within 1 minute of fi rst prompt.

Child B: 1. Will f ollow 1-step directions f or at least 3-5 minutes with tactile/ verbal cueing as needed. 2. Will use sign/ gestures to indicate wants/ needs.

Routine/Schedule

8:45-9:15 Unload buses/ Check Book Bags

9:15-9:45 Toileting, personal hygiene,

etc.

1: Will push switch to indicate when the student has to go potty.

2: Will sign “all done” when going potty (model/ cue provided if needed).

Story Time/ Art: 9:45-10:30

2: During story/ Art time when prompted will sit at the table.

1: Will f ollow directions and participate in story/ art (painting) f ore at least 3 minutes (verbal/ tactile prompts as needed and wait time).

Outside Play/ Walk: 10:30-11:30

2. Will come inside f rom outside play when given verbal/ tactile prompt.

1. Will stay with an adult while outside when provide verbal/ tactile cues.

11:30-12:00 Prep f or Lunch 12:00-1:00 Lunch

2. Will get towel out of cart to get ready for lunch when provided a verbal/ tactile prompt.

1. Will say “muh” to indicate more when eating.

2. Will sign “all done” when fi nished eating lunch provided verbal prompting and/ or a model.

Level 1 - Addressing Priority IEP Level 1 - Addressing Priority IEP ObjectiveObjectivess

• Matching of Priority Learning Objectives with Teaching Strategies 

Development of Planning Matrix (Objectives x Activity x Teaching Strategy) with ECE Partner Teacher

SAMPLE INTERVENTION PLANNING MATRIX - FORM B

In the first column, IEP outcomes related to Ohio Dept. of ED - ELCS standards for Devon are entered. Across the top row, 5 typical routines that occur in the classroom are identified. For EACH of these IEP/ODE ECLS outcomes, identify 3 routines during which these target skills can be addressed. A teaching strategy to address these objectives also is entered in this matrix. Routine ----------------------- ODE ELCS & Child Learning Outcomes

Arrival Center (SCIENCE)

Snack Art Reading/Circle

ODE ELCS: Child Learning Outcome: LA(Reading): recognize first name in print across settings Devon will select items and position in classroom labeled with 1st name.

1a Devon hangs coat in

cubby w/ first name label

Materials Cue - child’s name plate on cubbie has 1st letter of name in RED.

1b

1c • Devon will sit at table with nameplate • Gestural Prompt - peer will point to appropriate chair if child does not respond to ‘where do you sit?’

1d Choose box w/

Devon’s name label

Limiting Access - child has to point to or seek assistance to secure his box from a # of boxes out of reach.

1e

ODE ELCS: Child Learning Outcome: Math (Measurement): begin to use terms to compare the attributes of objects Devon will identify which of two objects is bigger or smaller.

2a

2b Devon will ask for

‘bigger’ of 2 rocks Insufficient Materials

Child needs bigger rock to complete rock project (glue rock to booklet on outline of rock)

2c

2d Devon will

request larger (‘bigger’) marker.

Insufficient Materials - provide small marker while peers have large markers

2e When presented w 2

books, Devon will identify smaller book.

Unexpected Event – Teacher picks ‘small’ book and says ‘ Let’s read the BIG book!’

Tools For Monitoring Child Progress

General Tools for Monitoring Child Progress

New Jersey Positive Behavior Support In Schools – Direct Assessment Tools NJPBS Direct Assessment Tools

Time Sampling

Special Connections – Momentary Time Sampling Includes example form, blank form, rationale for use, interactive tool Special Connections Time Sample Tool

Interval Sampling

Kansas Institute for Positive Behavior Support – Whole and Partial Interval Recording Includes blank form and example KIPBS Partial Interval Recording Example KIPBS Partial Interval Recording Form

KIPBS Whole Interval Recording Example KIPBS Whole Interval Recording Form

Frequency Count/Event Count

Special Connections – Event Recording Includes example form, blank form, rationale for use, interactive tool Special Connections Event Recording

Level 1 - Addressing Priority IEP Level 1 - Addressing Priority IEP ObjectiveObjectivess

• Monitoring of Progress of Child with IEP

Selection of Appropriate Monitoring Procedure and Form

Monitoring Stages of Skill Acquisition

Child’s Name: J essi ca S. Observation: During play activity (water table, art, housekeeping) Skill/ Behavior: J essica will use ASL sign and speech to request items. Level 1 Child communicates w peer via ASL sign and speech approx. Level 2 Child communicates w peer via ASL and vocalizations Level 3 Child communicates w peer using ASL after teacher ASL prompt Level 4 Child secures item from peer w/o use of ASL / speech

DATE STAFF I NI TIAL

LEVEL OF PERFORMANCE

1 2 3 4 4/10/09 wfm √ 4/17/09 lh √ 4/24/09 lh √ 4/31/09 wfm √ 5/04/09 lh √ 5/11/09 wfm √

Monitoring Level of Assistance - Coding of Prompt Levels

Child’s Name: Steven L.Skill/Behavior: Steven will hold 4 “ brush(1/2” diameter) and create 6 “ stroke on paper or other art materials.

PA - Hand (H) / Elbow (E) Teacher/peer supportM - Peer or teacher modelingV - Verbal prompt - peer/teacherI - Independent - No assistance * MOD - Independent with modified brush / utensil

DATE STAFF

INI TIAL LEVEL OF ASSISTANCE

1 2 3 4

5/10/09 wfm √ 5/17/09 lh √ 5/24/09 lh √ 5/31/09 wfm √

Time Sampling

Child’s Name: J u l i o Behavior/ Skill: OUT OF SEAT (OFF TASK) DATE: 4/10/09 TIME OF DAY/ INTERVAL: 10:00-10:20AM @ 4 minute intervals ACTIVITY: GROUP ART 10:00-10:04 10:04-10:08 10:08-10:12 10:12-10:16 10:16-10:20 TOTAL X X X X 0 4 DATE: 4/17/09 TIME OF DAY/ INTERVAL: 9:00-9:30 @ 6 minute intervals ACTIVITY: MORNING CIRCLE 9:00-9:06 9:06-9:12 9:12-9:18 9:18-9:24 9:24-9:30 TOTAL X X X X X 5 DATE: 5/7/09 TIME OF DAY/ INTERVAL: 10:30-10:40 @ 2 minute intervals ACTIVITY: SNACK 10:30-10:32 10:32-10:34 10:34-10:36 10:36-10:38 10:38-10:40 TOTAL X 0 0 X X 3

Level 2 - Addressing Professional Development Level 2 - Addressing Professional Development Objectives of ECE Partner Teacher: Expansion of Objectives of ECE Partner Teacher: Expansion of

Knowledge and SkillsKnowledge and Skills

• Discussion of Awareness of ECE Partner Teacher of SPED Teaching Strategies

 • Identification of Resources to Support

Expansion of SPED-related Knowledge

• Identification of Resources to Support Expansion of SPED-related Skills

Level 3- Addressing Personal Development Objectives Level 3- Addressing Personal Development Objectives of ECE Partner Teacherof ECE Partner Teacher

• Consideration of Professional Career Objectives of ECE Partner Teacher

 • Consideration of Formal Education

Objectives of ECE Partner Teacher

Evaluating the Success of Itinerant Consultation

• Just as we need to verify that children achieve IEP objectives, we need to verify that consultants and consultees have achieved their objectives in the consultation process.

General vs. Specific Outcomes for Itinerant Consultation

General…Increase

opportunities for partner to practice communication skills.

Specific…Provide partner

with at least two opportunities to initiate interactions with her peers during snack time.

General vs. Specific Outcomes for Itinerant Consultation

General…Help Riley to

remain engaged with toys and materials.

Specific…During center time,

help Riley play with a specific toy or material for at least 3 minutes.

General vs. Specific Outcomes for Itinerant Consultation

General…Increase Jenni’s

knowledge in regards to working with a child who has special needs.

Specific…Jenni will identify

four characteristics of children with Down syndrome and describe how those characteristics affect learning.

General vs. Specific Outcomes for Itinerant Consultation

General…

Enhance Pat’s ability to provide individualized instruction to the child with special needs.

Specific…

Pat will correctly use a system of backward chaining to help Jeremy put on his coat twice a day—once at recess and once when it’s time to go home.

General vs. Specific Outcomes for Itinerant Consultation

General…Improve the quality of

Parker’s learning environment.

Specific…Tanisha and Erin (ECE

teachers) will increase the number of materials (e.g., blocks of different sizes, shapes, and colors, signs, cars, and toy people) in the block area in order to expand opportunities for learning for Parker and the other children in the classroom.

Judging the Success of a Consultation Relationship

Did the consultation session go as planned?What does the data tell us (reflection) ?How was the learning environment changed ?

What effect did it have on the child’s learning?

Did the consultee acquire the knowledge and/or skills that were targeted for the session? How do you know?

Was the consultee satisfied with the outcome of the session re: knowledge/skill gains? How do you know?

Following up …

Examples of Consultation Support

Level 1

Providing information on how IEP objectives can be prioritized with respect to factors that may be related to child progress via MEPI Model

Prioritizing IEP objectives with respect to intensity of intervention via MEPI Model

Addressing IEP objectives in typical pre-K activities via MATRIX planning tool

Linking IEP objectives with typical pre-K activities and general education learning objectives via MATRIX planning tool

Using monitoring forms to assess child progress on IEP objectives

Examples of Consultation Support

Level 2

Providing basic information on disability conditions Providing basic information on implications of disability on

child development Providing information on special education teaching strategies Demonstrating/modeling special education teaching strategies

that are linked to specific IEP objectives Providing information on the process of screening and

assessment and eligibility for SPED services in Part C and Part B 619 programs

Providing information on the process for determination of LRE placement in the IEP process

Examples of Consultation Support

Level 3

Providing resources that can inform and support professional competence of ECE partners

Providing resources that can inform and support formal education objectives of ECE partners

Resources: web links, videos, articles, modeling, digital photos, LEA website, e-mail list serve, iPod apps, cell phone images, links to state certification/licensing information, college and university teacher preparation programs, professional development/advocacy groups e.g. CEC-DEC, NAEYC, etc.

Progression of Consultation Partnership

General References

Buysse & Wesley (1993): The Identity Crisis in ECSE

Jung (2003): Why Limit Interventions to Professionals' Visits?

McCollum & Yates (1994): Dyad as Focus, Triad as Means

McWilliam (2005): Teams focus on "between-session" times

Project DIRECT Web Site

http://www.utoledo.edu/education/direct/

Web Site Includes:

• Training Modules related to Itinerant ECSE Services

• Articles and Links to Resources• Professional Development Tool (P.I.E.C.E.S.)• Information re: Training Sessions

Contact Information:

Laurie Dinnebeil, Ph.D. – laurie.dinnebeil@utoledo.edu

Bill McInerney, Ph.D. – william.mcinerney@utoledo.eduLyn Hale, Ph.D. – lyn.hale@utoledo.edu

Margie Spino, M.A. – margie.spino@rockets.utoledo.edu

Judith Herb College of Education - MS 954

The University of Toledo2801 W. Bancroft St.,

Toledo, OH 43606