Early Childhood Special Education Flashcards
Study for WEST-E Early Childhood Special Education
Practice Theory
Play serves to strengthen instincts needed for the future purpose
Help in practicing survival skills
Psychoanalytical Theory
Play allows children to suspend realities and switch roles from being the passive recipient of a bad experience to being one who gives out the experience
Paradoxical Theory
When children are playing they learn to operate simultaneously on two levels:
- First level: They are engrossed in their pretend roles and focus on the make believe meaning of objects and actions
- Second level: the reality of their own existence
Arousal Modulation
Play is caused by a need or drive in our central nervous system to keep arousal at optimal level
Cognitive Theory
Series of different stages during which thought process becomes similar to adults.
Children interact and construct new meanings of thought through their playing in the environment
Recreational Theory
Restore energy expended in work, energy can be regenerated by sleeping or engaging in activity which is very different from the work that caused the energy deficit.
Recapitulation Theory
Children re-enact the development stages of the human race in play (helps children rid themselves of primitive instincts that are no longer needed in modern life.
Constructive Play
When children have a specific objective, goal or purpose.
Children are involved with the intention of completing a project
Functional Play
When children use repetitive muscle movements with or without objects (running and jumping, manipulating objects)
Psychoanalytical Theory of Play
After being spanked by a parent, a child might spank a doll or pretend to punish a playmate. By reversing roles and being an active party, a child is able to transfer negative feelings to a substitute object or person.
Cognitive Theory
When children begin to engage in make believe play and use objects, meaning begins to become separated from objects. The substituted object, the stick, serves as a pivot for separating the meaning “horse” from the horse itself. As a result, children are able to think about meanings independently of the objects they represent.
Smilanksy Theory of Play Development
Includes functional play, constructive play, sociodramatic play and games with rules.
She also studied young children’s sociodramatic play in the Middle East and found that children from lower SES who engaged in sociodramatic play performed better on cognitive and language tests than children who did not engage in sociodramatic play from lower SES.
Froebel
Founder of the Kindergarten movement
Believed children learn through play and games
Parten’s Developmental Stages of Play
Solitary Play
Parallel Play
Associated Play
Cooperative Play
These are stages that provide insight to teachers in how the child is participating and what he is most likely utilizing in their play and learning.
Freud
Father of the psychoanalytical theory
Believed play could be cathartic for children in working out early childhood problems.
Piaget’s
Substages of the sensorimotor operation
Reflexive Primary circular reactions Secondary circular reactions Coordination of secondary schemata Tertiary Symbolic
Early Intervention
Related to child's development All disability related services for a child below the age of three years. Services include: 1. Audiology 2. Service Coordination 3. Family Training, counseling and home visits 4. Health Services 5. Medical Services 6. Nursing Services 7. Nutritional Services 8. Occupational Therapy 9. Physical Therapy 10. Psychological Services 11. Social Work Services 12. Special Instruction 13. Speech-Language Pathology 14. Transportation
Special Instruction
Design learning environments
Plan curriculum
Provide family with information and support
Enhance Child’s Development
Early Intervention
Eligibilty Requirements
Part C of PL 108-446:
- Birth to 3 years experiencing delay in one or more of four areas (a child with a delay)
- Birth to 3 years with a diagnosed physical or mental condition that has a high probability of resulting in developmental delay (a child with a high risk for delay)
- At a state’s discretion, at-risk for a developmental delay ( a child who is at-risk for a delay)
Part B of PL 108-446
Students 3 years to 22 years who have been evaluated as having one of 14 different disabilities and because of the disability, need special education and related services.
- Developmental Delay
- Autism
- Deaf-Blind
- Deafness
- Hearing Impairment
- Mental Retardation
- Multiple Disabilities
- Orthopedic Impairment
- Other Health Impairment
- Serious emotional disturbance
- Specific Learning Disability
- Speech or Language Impairment
- Traumatic Brain Injury
- Visual Impairment
Special Education
For Handicapped children 3-6 years Related to academics 1. FAPE: Free and appropriate education 2. LRE: Least restrictive environment 3. IEP: Individualized Education Plan 4. Related Services 5. Parent Training 6. Varied Service Models
Brown v. Topeka, Kansas
.TBD
RTI
Response to Intervention
PL 94-142 (1975)
Education of all handicap children act
PL 99-457 (1986)
Part H
PL 101-476 (1990)
IDEA
Individuals with disabilities education act
PL 102-119 (1991)
All states agree to Part C
PL 105-17 (1997)
.TBD
PL 108-446 (2004)
.TBD
Brown v. Board of Education (1954)
separate but equal
PARC V. Penn (1972)
.TBD
MARC v. Maryland (1975)
.TBD
Board of Education v. Rowley (1982)
Free and appropriate education
Timothy W. v. Rochester (1985)
.TBD
Components of Individualized Family Service Plan (IFSP) for Early Intervention
1. Statement of Present Levels of Development: physical cognitive language/speech psychosocial self-help
- Family concerns, priorities and resources regarding child’s development
- Outcomes for the child and family including criteria, timelines, and procedures to determine progress
- A statement of specific EI services including frequency, intensity, location, method of delivery, and payment arrangements if any.
- Statement of other needed services, including those not required under Part C
- Statement of the natural environments in which EI services will be delivered including a justification for not providing them in a natural envirnoment
- The projected dates for the initiation of services and anticipated duration of services.
- The identification of a service coordinator who is responsible for the implementation of the plan and coordination with other agencies and persons
- Transition Plan to support toddler transition from Early intervention to Part B or other program
- Parent consent to services. Parent may refuse services or a service without placing the provision of other services in jeopardy.
Development
An orderly progression of age related accomplishments that build one upon the other and proceed from simple to complex
Product v. Process
Product is the result and process is how to get the result
4 Views of Typical/Atypical Development
Defect View
Difference View
Delayed View
Difference/Delay
Causes of Atypical Development
-Environmental radiation hyperthermia heavy metals (mercury, lead) passive smoke poverty -Prenatal Maternal Infections syphillis rubella congenital herpes cytomegalovirus (CMV) toxoplasmosis -Chromosomal and Genetic Abnormalities -Neural Tube Defects -Maternal Health -Teratogens sedatives tranquilizers analgesics narcotic epidural -Regional Anesthesia
Annual Goal/Objectives
A measurable statement in the IFSP or IEP of the child’s performance relative to a need (as defined by results of assessment) and the end of an academic year. There must be at least one goal for every area of need.
Structure of Objectives
- Statement of exactly what is expected of the child, as well as the conditions under which it is to occur, in objective behavioral terms that anyone can understand
- The absolute level of proficiency that must be achieved
- The number of times the level of proficiency must be exhibited as well as the conditions under which it is to occur.
Task Analysis
Breaking down a task (behavior, skill, milestone, etc.) into its component parts (simpler steps) in order to create a sequence of related targets for instruction
Backward Chaining
TBD
Forward Chaining
TBD
Intrinsic Reward
TBD
Writing Task Analysis
- Write what the student WILL do, not what the teacher will do
- Write the setting with the envirinment in mind
Learning
A relatively permanent change in behavior potential that occurs as a result of reinforced practice.
Antecedents
what happens before: well written goals and objectives task analysis materials what to say to a child
Formula for Performance
TBD
Teaching
The careful arrangement of antecedents and consequences to increase the probability of correct responses
A-R-C
A-R-C
Antecedents
Responce
Consequence
Antecedents
Anything that precedes and sets the occasion for a response to occur
- powerful determiners of performance
- a skill is not mastered until it is under the control of natural cues (antecedents)
- antecedents should be arranged to reduce the likelihood of errors during learning.
Distal Antecedents
- Reinforcement history
- Developmental history
- both affect how the child interacts with the environment
“Environment” refers to:
- materials (past associations, complexity, responsivity, descrepancy)
- people
- setting (including childcare)
Natural v. Instructional Cues
- For a given skill, what is the natural cue (ex. verbal direction)
- Can the child perform the skill with only the natural cue?
- If not, the what is necessary to teach her to do so. (ex. get in the natural environment and teach them the skill)
CBI
computer based instruction
4 Consequent Strategies
- Positive Reinforment
- Negative Reinforcement
- Exinction
- Punishment
Positive Reinforcement
When the effect of administering (giving) a consequence is to increase the likelihood that the behavior will occur again.
Negative Reinforcement
When the effect of removing or taking away an event contingent upon the occurance of a targeted behavior is to increase the probability of its occurance in the future.
Exinction
When the effect of removing or taking away an event that has been given contingent upon the occurance of a target behavior is to decrease the probability of its occurance in the future.
Punishment
When the effect of administering (giving) a consequence contigent upon the occurence of a targeted behavior is to decrease the probability its occurance in the future
Arguements against punishment
- Generalized depression of other behavior
- Teacher loses “positive” value
- Over time, satiation occurs-more is required
- Use of punishment has a stigmatizing effect
Special case consequences
- Positive practice: physical exercise
- Over correction: restore situation to better than it was
- Time out
- Response cost: point system, stickers
Types of Positive Reinforcement
- Differential Reinforcement of Other Behaviors (DRO)
2. Differential Reinforcement of a Low Rate Behavior (DRL)
Elements of Activity-Based Early Childhood Education
- Child-directed
- Training is embedded in both routine and planned activites
- Issues regarding activity-based instruction
Child Directed
- child selects behavior
- rewards are intrinsic
- actions of the teacher are primarily responsive (teacher follows the child’s lead)
Embedded Training
- Training occurs across PLANNED activities as opportunities arise
- Training occurs across NATURALLY OCCURING activities as opportunities arise.
Activity-Based Instruction Issues
-Adequacy of Training in Deficit areas
If child directed behavior is the goal, what is to say that children will INITIATE what they need to learn?
-Adequate opportunities to practice needed skills.
If the child has to initiate behavior in order to learn then what is to say that there will be enough opportunity for practice?
-What about children with severe multiple disabilities who cannot initiate?
Rates of self-initiations among the lowest functioning children are often very low to non-existent. How can we wait?
The Least Restritive Environment
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplemental aids and services cannot be achieved satisfactorily.
Curriculum Derived from a Developmental Perspective
Derived from carefully defined list of skills acquired by typically developing children. Test to find where performance breaks down and where instruction should begin.
Curriculum Derived from a Functional Perspective
Emphasis is placed upon teaching skills that are chronologically appropriate and which, if not performed independently, will have to be performed by someone else who is more competent.
Environmental Inventory
Assessment used to determine chronological critical skills for a child.
Steps to Develop Environmental Inventory
- List the environment domains that a typically developing child the same age is likely to frequent: home, school, community
- Identify the subenvironments of each of the environmental domains where one finds typically developing children the same chronological age spending significant amounts of time: home (domain), kitchen (subenvironment)
- Identify the activities that NH children engage in while in each sub-environment:
home–>Kitchen–>Play w/Pots - Identify the skills needed to perform activity using task analysis.
- Assess to determine the discrepancy between the skills that are exhibited by the target child and those needed to engage in each CA appropriate activity
- Further task analyze skills
- Identify adaptations/accommodations
- Develop goals and objectives
- Prioritize goals and objectives
Domains of Development
Physical Social Cognitive Speech and Communication Adaptive
Developmentally Appropriate Practice (DAP)
- Age appropriate
2. Individual appropriateness
Adaptation
deals with content
- Can we teach the same content?
- If no, can we teach a slightly modified content?
- If no, then should we teach a different content?
Accomodation
deals with the context of the setting
- different materials
- special equipment
- special seating arrangement
- peer tutors/special friends
- one on one v. group instruction
Strategies for Inclusion
- celebrate diversity
- student support teams
- peer assistance
- cooperative learning
Student support teams
- general ed teacher
- parents/famliy members
- special education teacher
- administrators
- related service personnel
- others
Peer Assistance
- peer tutor (same age, cross age)
- special friends (don’t always use same child for same activity every time)
- seating arrangements
Cooperative Learning
- Positive Interdependence
- mutual goal(s) for the whole team
- task interdependence (division of labor)
- resource interdependence (sharing of resources, materials)
- Individual Accountability
- individual is responsible for learning and contributing
- individual evaluation
- Cooperative Skills are taught
- staying in group
- sharing materials
- taking turns
- encouraging one another
- speaking in quiet voices
- Face-to-Face interactions
- Heterogeneous groups-use strengths of the group
- Equal Opportunities to Success
-teachers individualize the criteria for success and adapt expectations or task requirements.
7.
Multidisciplinary Teaming
Professionals from different disciplines each work with the child and/or the child’s family separately, sharing neither their roles or perspectives except at scheduled times (staffings, IEP reviews, parent conferences).
Don’t share roles or perspectives
Interdisciplinary Teaming
Professionals from different disciplines each work with the child and/or child’s family together, sharing perspectives as they work but not sharing roles.
Don’t work in the presence of others
Transdisciplinary Teaming
Professionals from different disciplines each work with the child ans/or the child’s family together, sharing perspectives and roles.
Rationale for Parent/Family Involvement
- Child change
- Economic Support
- Societal Pressure
- Legal Mandates
Famiy Stress Model
Hills (1949) A-B-C-X Model where:
A= An event
B= crisis meeting resources (money, support system)
C=Family perception of the event
X= Crisis and associated stress
General Guidelines for Parent/Family Involvement
- Assume a positive and proactive stance toward working with families
- Emphasize the family responsibility for solving problems and concerns
- Assume that all families have the capacity to understand, learn and manage events in their lives.
- Proactively work with families to anticipate problems
- Place a major emphasis upon helping families identify their own point of view
- Promote acquistion of competencies that enable families to become better able to negotiate for themselves
- Encourage active family participation as part of mobilizing resources to meet needs.
- Provide families with necessary information to make informed decisions.
- Accept and support the decisions made by families
- Enable and strengthen family structure. If you lose the family, you have lost the child.
