Oral Defense Flashcards
What developmental theories lay the conceptual framework of ABI?
Sociohistorical Developmental Cognitive Learning Behaviorism & Social Learning Situated Cognitive Learning
What are the components of ABI?
- Child-directed, routine, and planned activities
- Multiple & varied learning opportunities
- Practice or use of functional and generative goals
- Timely and integral feedback or consequences
- ABC learning trial (antecedent-behavior-consequence)
What are the three main tools of ABI?
Intervention Guides
Embedding Schedules
Activity Plans
What is an intervention guide? What is it’s purpose? What are it’s components?
A document that outlines your process and strategies for addressing a child’s goal or objective
Provides a bridge between goals and intervention.
Provides direction and criteria for teaching target goals and for making decisions based on data.
Provides useful information for the intervention planning process.
Promotes consistency between team members.
Identifying Information
Target Goal and Objectives
Core Standards (e.g., state or national standards)
Antecedents, targeted and nontargeted responses, and feedback or consequences (e.g., learning trial for embedded learning opportunities)
Accommodations, Modifications, and Intervention Strategies
Monitoring Progress
Decision Rules
List the state standards (Head Start Early Learning Outcomes Framework) that are addressed by the target goal and objectives
Make sure to identify all relevant standards (e.g., across domains)
What are the 3 w’s and h of progress monitoring?
Who: list who will be in charge of monitoring the child’s progress. For the assignment you will only list yourself.
Where: list the activities or locations during which data will be taken
When: describe how often or on what days data will be taken
How: describe the method of data collection (e.g., data form)
What are the different types of assessments used in EI/ECSE?
Screening- used to determine if further evaluation is needed, and to help plan for evaluation
Diagnostic- helps determine if child meets eligibility criteria, compares a child to a norm-referenced population of other children in same age group
Criterion-referenced and curriculum based- aides in the development of goals and curriculum planning, and monitors a child’s individual progress
Programmatic- helps evaluate a program based on specific criteria to determine if it is on target based on said criteria
What is an ELO?
Embedded learning opportunity (targeted instruction). Specially designed, short teaching episodes that are used to promote children’s engagement, learning, and independence in everyday activities, routines, and transitions in the classroom, home, and community.
What are the three main components in the ELO pyramid?
Embedded Learning Opportunities (ELOs)
Curriculum modifications and adaptations
High-quality early childhood programs
What are the three steps of the ELO process?
1) Planning 2) Implementing 3) Evaluating
What should you focus on when teaching using ELOs?
What to teach
What skills is the child working on (IFSP goals and objectives)?
When to teach
During which routines and activities can these skills be naturally addressed?
How to teach
What strategies will elicit the skill and help the child be successful?
What are the ABCs?
A = Antecedent What happens (e.g., prompts) to elicit the behavior
B = Behavior
What the child does
C = Consequence
What occurs immediately after the behavior and helps support the target behavior
What trial do you use to Plan ELOs Using the ABCs?
Learning trial
Explain what a “learning trial” is, and it’s components
Learning Trial: A logically occurring or planned Antecedent is followed by a Behavior that leads to a logically occurring or planned Consequence
The goal of the learning trial is to help the child be successful in performing the skill.
Therefore, if the child does not exhibit the target behavior, the consequence should include appropriate support so that the child can be successful.
Example 1:
Antecedent- Crayons are placed on the table in front of the child. Say to child, “Wow, how many crayons did you get?”
Behavior- Target behavior:
The child touches and counts the crayons correctly
or
Non-target behavior:
The child looks at crayons and counts incorrectly
Consequence- For target behavior:
Praise and acknowledge, “That’s right! You have 5 crayons!”
or
For non-target behavior:
“Let’s count together!” Touch and count the crayons with the child.
Example 2:
Antecedent- While she is sorting the laundry a mother:
Holds up her one-year-old daughter’s teddy bear and shows it to her.
She takes a towel, hides the bear under it and asks, “Where did Teddy go?”
Behavior- Target behavior:
The child crawls over to the towel, pulls it back and grasps the teddy bear.
or
Non-target behavior:
The child looks around but does not go toward the towel.
Consequence- For target behavior:
Praise and acknowledge, “You found teddy!” Child now has possession of the bear.
or
For non-target behavior:
Mother repeats question & provides more support.
She pulls the towel back so that Teddy’s leg is showing & asks again, “Where is Teddy? Where could he be?” The daughter crawls toward the towel & grasps Teddy’s leg. Mother says “You found teddy!”
Example 3:
Antecedent:
Teacher intentionally places playdough tools out of reach from child.
Behavior (Non-target):
Child grabs rolling pin from peer.
Consequence:
Teacher says “Let’s try that again”, gives rolling pin back to peer, and models correct request (“You can say ‘Anna, can I have a turn?’”).
Behavior (Target):
Child says, “Anna, can I have a turn”
Consequence:
Peer gives her the rolling pin and the teacher praises her, “That’s the way to do it!”
What are the types of prompts?
Verbal Gestural Visual Model Physical
Explain prompt fading, and time delay
Once a prompt is added, it must also be systematically faded
Prompts can be faded by:
TIME
Time Delay - fading prompts by increasing the amount of time between direction and prompt
Explain most to least, least to most, and graduated guidance
These three things are the amount of assistance provided during targeted instruction.
Most-to-Least: Progressively less intrusive prompts until the child responds independently.
Least-to-Most: Provide progressively more intrusive prompts until the child responds independently.
Graduated Guidance: Watch the child & determine how much assistance is needed. Not predetermined.
Give an example of least to most prompting
Individual
Indirect verbal- indirectly inform they need something- eg. “what’s next” or “what do you need?”
Direct verbal- giving directions
Gesture
Model
Partial Physical Assist- minimal physical support such as touching their hand to prompt them to write, or touching their elbow to prompt them to reach for something
Full Physical Assist- hand-over-hand support
Explain Sociohistorical theory and how it ties to ABI
Learning is a social process which is affected by a child’s history and culture
Interactions between a child and their social environment affect the development of the child, as well as the larger social context
The immediate environment & the larger historical and contemporary sociocultural context have a significant influence on development and learning
Theorists: Vygotsky, Bronfenbrenner (ecological model), Sameroff & Chandler (interactional model)
How this is seen in ABI:
Daily routines & transactions are seen as the most useful, appropriate, and effective opportunities for intervention
Understanding, appreciation, and involvement of the child’s, family’s, and community’s history and current values is imperative for effective intervention efforts
Explain Developmental Theory and how it ties to ABI
As children grow their biological and behavioral (cognitive, social, linguistic, emotional) systems “reorganize” as earlier structures are incorporated into new levels of development
Change in one area of development impacts other areas of development (e.g., changes in cognitive understanding impact language development)
Child characteristics & the integration of developmental processes affect development & learning
Theorists: Cicchetti & Cohen (organizational perspective)
How this is seen in ABI:
Intervention efforts are comprehensive, taking into consideration all major areas of development
Importance is placed on accurate, ongoing assessment of children’s skills across developmental domains
Assessment information is used to identify important target skills across developmental areas
Explain Cognitive Theory and how it ties to ABI
Children act on their own environment to construct their understanding of how the world operates
Children need to be actively involved in constructing their own knowledge—they need to explore, experience, manipulate, and receive feedback from their own actions
This helps children develop more sophisticated problem-solving skills
Active child-directed transactions across environmental contexts promote development & learning
Theorists: Piaget
How this is seen in ABI:
Daily routines & transactions are seen as the most useful, appropriate, and effective opportunities for intervention
The focus is on creating authentic opportunities for children to explore their world and learn from it
Explain Learning Theory and how it ties to ABI
Genuine education comes through experience
Experiences must be interactive and have continuity (be linked to one another) in order to move children toward meaningful change
Important to capture children’s interest and help direct their activity.
Activities should be meaningful and functional and build of off children’s current level of development to bring them to the next level
Interaction between children and their environments is fundamental to development and learning
Theorists: Dewey
How this is seen in ABI:
Interventionists should map children’s goals onto activities that are interesting, relevant, and meaningful to children
The array of activities that naturally occur in children’s lives (daily routines and activities) are utilized for effective intervention
ABI emphasizes planning for child-directed, routine & planned activities
Explain Behaviorism & Social Learning Theory and how it ties to ABI
Learning results from the interaction between the child and environmental factors
Emphasizes importance of social context, imitation, and observational learning
Utilizes behavioral learning principles (antecedent, behavior, consequence)
The nature of environmental antecedents or learning opportunities affects development and learning
The delivery of meaningful feedback or consequences is necessary for development and learning
Theorists: Skinner, Bandura
How this is seen in ABI:
ABI focuses on using the teaching sequence (Antecedent, Behavior, Consequence) to carry out interventions
Practitioners intentionally utilize antecedents to elicit targeted skills
Explain Situated cognitive Learning Theory and how it ties to ABI
Learning is an integral part of the activity and situation in which it occurs
The acquisition of knowledge and learning of skills should occur under situations that are authentic (e.g., skill is necessary for child to complete real tasks)
Authentic activities provide children with motivation
Authentic environmental transactions promote learning and generalization
Theorists: John Seeley Brown, Collins & Duguid
How this is seen in ABI:
Goals should be functional and meaningful to the child’s day-to-day life
Intervention should be embedded into authentic, everyday situations and activities
Providing children with multiple opportunities to work on skills in different contexts helps promote generalization of skills
What are Curriculum Modifications & Adaptations ?
Changes to existing classroom activities and materials that are made in order to help children participate to the fullest extent possible in planned activities or routines.
Provide a brief description and example of each of the following modifications and adaptations:
- Environmental Support
- Materials Adaptation
- Activity Simplification
- Child Preferences
- Special Equipment
- Adult Support
- Peer Support
- Invisible support
- Environmental Support- Altering the physical, social and temporal environment to promote participation, engagement, and learning.
- visual schedule, transition object such as object that represents next part of routine, tape off center boundaries , use toys that encourage partnering, sitting mats with name cards for circle time, tray for play doh or eating - Materials Adaptation- Modifying materials so that the child can participate as independently as possible.
- put foam around marker to make easier to hold, wooden blocks on trike pedals, foam on spoon handle, tripod grippy on pencil, big book at circle, velcro toy down to keep from moving - Activity Simplification-Simplifying a complicated task by breaking it into smaller parts or by reducing the number of steps.
- use a first then card, hand child pieces one at a time, process chart that breaks routine into visual steps such as handwashing or toileting, counting card for waiting - Child Preferences- If the child is not taking advantage of the available opportunities, identify and integrate the child’s preferences.
- allow a child to carry a prefer toy from one activity to the other, or hold while they sit for an activity, assign favorite teacher or friend to join them at least preferred activity - Special Equipment- Using special or adaptive devices that allow a child better access or increase the child’s level of participation
- chair with arm or foot rest, individual desk top sensory table, wheel chair, bowl with high lip and suction cup to help learn to scoop with spoon, footstool to reach sink, or sit in chair at same level as peers - Adult Support- Having an adult intervene to support the child’s participation and learning.
- model for a child, join play and help expand play scenario, provide verbal praise and encouragement - Peer Support- Utilizing peers to help children learn important objectives.
- ask a peer to model, ask a peer to lead an activity such as serving snack so they can request from peer and get positive peer feedback, pair child with a peer helper, create a buddy table with special toys and a peer must have a buddy to use, children help eachother put on smocks and coats - Invisible support- Purposeful arranging of naturally occurring events within one activity.
- Sequence turns: give a child a turn answering a question after a few children have gone first
- Sequence activities within curriculum area: Create an art activity where a child has to match the materials before they glue them on
- if a child has trouble putting his backpack away put his cubby by two preferred friends so he’s more motivated, or have children hold hands during music circle time to help some students stay with group
List the 8 types of Curriculum modifications & Adaptations
- Environmental Support
- Materials Adaptation
- Activity Simplification
- Child Preferences
- Special Equipment
- Adult Support
- Peer Support
- Invisible support
Modification activity- flashcard quizzer selects one of the children’s descriptions, and person being quizzed must:
Be read the child’s description
Decide what skill areas he/she needs support in.
Figure out which typical classroom routines/activities the child might need extra support?
Come up with three specific modifications that could be used to support the child in fully participating in class along with his/her classmates.
Identify which category of modifications they fall into.
Terry is a four year old child who has cerebral palsy and uses a wheelchair. She has delays in fine motor and communication skills. Terry has a difficult time grasping and releasing objects. She uses single words to communicate, but it is difficult for others to understand her, especially her peers. She enjoys being with peers, and her parents want her to participate in all classroom activities. Jody is a 5-year-old child who has a difficult time attending in class. It is hard for her to stay with activities for the expected amount of time and she often doesn’t know what to do because she was not listening to directions. Jody usually leaves activities after a few minutes. When she is at an activity she often touches, pushes, or leans into peers, which tends to create conflict. Dominic is a three year old boy who has Down syndrome. He is not yet talking and typically uses gestures to try and communicate with others. Dominic has a very difficult time transitioning from one activity to another, usually resulting in a tantrum. He has not made many friends in the classroom and tends to seek out John, the male teaching assistant, when it is free choice or outside time.
What skill areas supports are needed?
Which routine and activities will the child need support in?
List 3 modifications that could be used.
Identify category of modifications.
What is the linked system? Provide a brief explanation of the linked system and the 4 major components, and core.
A linked system means that each of the system’s major components including assessment, service plan, intervention, and evaluation are directly related, around the core of the program’s goals and philosophy.
Assessment: Collecting Information
Observations
Direct Tests (diagnostic and CBA?)
Report
Service Plan: Summarizing Information
Child goals
Family Outcomes
Intervention: Curricular Approach
Activity-Based Intervention
Evaluation: Monitoring
Weekly
Quarterly
Annual
What are the steps to goal development?
1) Administer a Curriculum Based Assessment (C B A) like the A E
2) Elicit parent input (e.g., A E P S Family Report)
3) Summarize results (Present Level Of Development)
4) Select meaningful skills
5) Prioritize skills (based on family’s priorities)
6) Write meaningful and understandable Goals &
7) Objectives
Starting point (PLOD)
Where the child will be in a bit (Objective)
Where the child is headed in 6 - 12 months (Goal).
What are the key aspects of a high quality goal?
- Functionality
- Generality
- Measurability
- Readability
- Tone
Definitions of each aspect for further review
-Functionality
(The skill addressed in the goal should increase the child’s ability to interact with people & objects within their daily environment.
Is it a crucial skill for the child to have to participate in daily routines, access the general curriculum or be more independent?
Is it a precursor, building block, or necessary element to the acquisition of another crucial skill?)
-Generality
(Skill should be able to be used by the child across people, settings, and/or materials
Can the target behavior be taught across daily activities?
Can others provide multiple & varied learning opportunities to teach the behavior during everyday situations?
Can the target behavior be taught/addressed by various team members (e.g., teachers, therapist, caregivers)
Measurability-
Target behavior needs to be observable (e.g., seen/heard )
2 or more people can agree that the same target behavior has occurred
Specific definition or example of target behavior is provided
You need to be able to measure the child’s performance over time
Expected level of performance should be stated
Readability-
Written in a way that is easy for others to understand
Does not include jargon
Ask yourself if a family would understand the wording. If not, provide examples to clarify.
Jargon Example:
Hannah will improve her muscle tone for sitting
Non- Jargon Example:
Hannah will sit without support
Tone-
Written in a positive way.
Goal should state the positive behavior you want the child to perform rather than stating what you don’t want them to do.
Negative example:
Abby will stop taking toys from peers
Positive example:
Abby will choose a strategy for sharing (e.g., get a timer, take turns)
What is a long term goal?
IFSP/IEP statements which describe what the child can reasonably be expected to accomplish within a 6-12-month period.
Creating target skills in long term goals should:
Be directly related to the child’s present level of development (PLOD) (e.g., someone evaluating the goal could link it directly to CBA results)
Target a functional (critical) skill the child needs to be able to participate in home/school/community life
Be a priority for the family
Be a skill the child can realistically achieve within six months to one year
What are the 5 components of goals?
Context- (e.g., a statement indicating that the skill will be incorporated into the natural routines and activities of the classroom or home)
Antecedent- (e.g., presentation of material, directions or prompts, or situation)
Specific skill/behavior (must be observable and measureable) Include child’s name + “will”
Criteria- or standard of performance expected for demonstrating mastery of the skill (e.g. 5 x/day, 2 days a week, 80% of opportunities)
Time period- needed for consistently successful behavior to demonstrate mastery (e.g., across 3 consecutive weeks)
Example of LTG with STO:
SKILL: Requesting
Long term Goal:
Throughout daily activities (e.g., mealtimes, play) Abby will independently request her wants and needs at least 3 times per day using pictures, verbalizations, and/or gestures, 3 out of 4 days per week for 2 consecutive weeks.
Objectives: (sequential removal of prompt hierarchy)
1. When given verbal cues (e.g., “What do you want?”) and hand over hand assistance, Abby will request her wants and needs using pictures, verbalizations, and/or gestures at least 3 times per day. 2. When given verbal cues (e.g., “What do you want?”) and partial physical prompts, Abby will request her wants and needs using pictures, verbalizations, and/or gestures at least 3 times per day. 3. When given verbal cues (e.g., “What do you want?”), Abby will request her wants and needs using pictures, verbalizations, and/or gestures at least 3 times per day.
Can you list the eligibility flow chart?
Referral -> screening -> no delay indicated
Referral -> screening -> delay indicated -> evaluation ->*
eligible -> IFSP development -> service
OR
->* not eligible
Who can refer a child?
Who can refer a child for EI/ECSE services?
Anyone who suspects a child (birth to 5) has a delay or disability.
Referrals typically come from: parents physicians child care providers shelters Head Start DHS/Child Welfare
What is the purpose of a screening and where can they be conducted?
To determine if evaluation is needed. If screening appt indicates the child is developing, no further evaluation. If delays indicated, evaluation is recommended and scheduled.
Can be conducted:
At home
At school
At clinic
What question does evaluation ask?
T or F, a multidisciplinary team representing two or more separate disciplines must complete the evaluation
What domains are evaluated?
T or F, must be completed in native language of child?
Name an example of an additional procedure to confirm level of functioning in areas of suspected delay
Asks the question “Is the child eligible for services?”
TRUE - evaluation must be completed by a multidisciplinary team representing two or more separate disciplines. A Multidisciplinary team that must include:
Parents
Individuals from 2 or more separate disciplines or professions (e.g., EI/ECSE teacher, speech-language pathologist)
Standardized assessment tool used to determine skill level in the following domains:
Cognitive development
Physical development (including vision & hearing)
Communication development
Social or emotional development
Adaptive development
TRUE- Must be conducted in native language of the child, unless it is clearly not feasible to do so
At least one additional procedure to confirm level of functioning in areas of suspected delay- AEPS or another CBA or criterion referenced
Observation also required (at least 20 minutes)
What are the criteria for an EI age child to be eligible?
*medical: physician statement received based on a diagnosis of physical or mental condition likely to result in developmental delays. Some of these conditions may be extreme prematurity of birth, genetic syndromes, significant hearing, vision, or motor impairments.
*Developmental delay
Child shows a significant delay in one or more developmental areas:
2 standard deviations (SD) or more below the mean in one or more areas, or
1.5 SD below the mean in 2 or more areas
*Clinical judgment or team decision
*Categorical
Child meets minimum criteria for one of the disability categories. If child meets criteria for categorical eligibility, the disability does not need to be currently adversely affecting the child’s development in order for them to be eligible for EI services.
Categories Autism Spectrum Disorder Deafblindness Hearing Impairment Orthopedic Impairment Traumatic Brain Injury Visual Impairment
Describe criteria for ECSE eligibility
*Developmental delay
Child shows a significant delay in two or more areas of development (1.5 standard deviations or more below the mean).
Adverse impact on child’s developmental progress.
*Categorical
Child meets minimum criteria for one of the disability categories
Categories Autism spectrum disorder Communication disorder Deafblindness Emotional disturbance Hearing impairment Intellectual Disability Orthopedic impairment Other health impaired Specific learning disability Traumatic brain injury Visual Impairment
What are the timelines for EI and ECSE evaluation, and IFSP if it is determined a child will be eligible for services?
EI (Birth to 2)
Initial IFSP meeting must be conducted within 45 calendar days from the date the child is referred for EI services.
ECSE (3 to 5 year olds)
Initial evaluation must be completed within 60 school days from written parent consent to the date of the eligibility meeting (ECSE).
Initial IFSP meeting must be conducted within 30 calendar days of determination that a child needs EI/ECSE services.
What is inclusion, and what are the three key points, per the DEC & NAEYC joint position statement?
DEC & NAEYC came up with a joint position statement on inclusion to help create a unified definition for the field of early childhood education.
Key points:
Access—Children with special needs should have access to a wide range of learning opportunities, settings, activities, etc. (Universal Design)
Participation—Promotion of belonging, participation & engagement of children with special needs
Supports—System-level supports need to be in place to help individuals & organizations provide inclusive services to children & families.
What is a natural environment, and the LRE?
Natural environment:
Environments that are typical for a child’s peer group (e.g., home, preschool).- more peers = more natural, less TD peers= less natural
Least Restrictive Environment (LRE):
The most naturalistic environment in which a child’s educational needs can be successfully met. This should be individually determined for each child.
Describe the Who How When Where of the service delivery system
WHO-
Child-focused
enhance child’s development facilitate opportunities for self-initiation and exploration family involvement is in the context of enabling family members to meet the child’s needs
Parent (caregiver) focused priority is helping caregiver learn how to meet child’s needs supports caregivers in order for the intervention to be effective
Collaboration between parents & professional
HOW-
Regulated by federal law
IDEA
-free appropriate public education
-children w/disabilities are educated in the least restrictive environments
Part C (birth-3)
1) EI services are provided in natural environments
2) EI services occur in other settings only when early intervention cannot be achieved in natural environments.
Part B 619 (3-5 years)
1) to the maximum extend possible children w/ disabilities are educated alongside typically developing peers
WHEN & WHERE- Home based Home and center Center-based Consultation & Coaching
Name the 3 Key Elements of Family Centered Practices
1) An emphasis on strengths, not deficits
2) Promoting family choice and control over desired resources
3) The development of a collaborative relationship between parents and professionals.
Describe family centered model
- Professionals view families as equal partners.
- Intervention is individualized, flexible & responsive to the family-identified needs of each child and family.
- Intervention focuses on strengthening and supporting family functioning.
- Families are the ultimate decision-makers.
Describe DEC (Division of Early Childhood) recommended family practices
F1. Practitioners build trusting and respectful
partnerships with the family through interactions
that are sensitive and responsive to cultural,
linguistic, and socio-economic diversity
F2. Practitioners provide the family with up-to-date,
comprehensive and unbiased information in a way that the family can understand and use to make informed choices and decisions.
F3. Practitioners are responsive to the family’s
concerns, priorities, and changing life
circumstances.
F4. Practitioners and the family work together to
create outcomes or goals, develop individualized plans, and implement practices
that address the family’s priorities and concerns
and the child’s strengths and needs.
F5. Practitioners support family functioning,
promote family confidence and competence, and strengthen family-child relationships by acting in ways that recognize and build on family strengths and capacities.
F6. Practitioners engage the family in opportunities
that support and strengthen parenting knowledge and skills and parenting competence and confidence in ways that are flexible, individualized, and tailored to the family’s preferences.
F7. Practitioners work with the family to identify,
access, and use formal and informal resources and supports to achieve family-identified outcomes or goals.
F8. Practitioners provide the family of a young child who has or is at risk for developmental
delay/disability, and who is a dual language
learner, with information about the benefits of
learning in multiple languages for the child’s
growth and development.
F9. Practitioners help families know and understand
their rights.
F10. Practitioners inform families about leadership
and advocacy skill-building opportunities and
encourage those who are interested to
participate.
What is Developmentally Appropriate Practice
A framework of principles and guidelines for best practice in the care and education of young children. Based on research of how young children develop, and effective teaching practices.
The core of developmentally appropriate practice isintentionalityin designing programs and using practices that promote young children’s optimal learning and development.
What are the 5 Key Aspects of Good Teaching Represented in DAP?
- Creating a Caring Community of Learners
- Teaching to enhance development and learning
- Constructing Appropriate Curriculum Using a variety of learning formats
Large groups
Small groups
Learning centers
Daily routines - Assessing Children’s Learning and Development
- Establishing Reciprocal Relationships with Families
What are the 4 elements of ABI?
- Child-directed, routine, and planned activities
- Embed multiple and varied learning opportunities
- Functional and generative target goals
- Timely and integral feedback
Describe functional and generative skills
Generalized skills that are modifiable across conditions
Functional skills are useful. They permit children to negotiate their physical and social environments in an independent manner that is satisfying to themselves and others.
Generative skills are 1) used across settings, people, events, and objects and 2) help children learn how to modify their responses as settings, objects, people, and conditions change
Describe Timely and Integral Feedback
Timely: Feedback immediately follows behavior (e.g., child reaches out to a ball that an adult is holding and says, “ba” child then is immediately given the ball).
Integral: Feedback is a logical or natural outcome of the behavior (e.g, child gets ball & is able to play with it).
List and describe the three Important Components of ABI. List the three tools used in ABI.
Embedded Learning Opportunities
Embedding Schedules
Activity Plans
Intervention Guides
Embedded Learning Schedules
Activity Plans
What are Naturalistic Interventions?
Interventions which are specifically designed to be carried out within the context of ongoing routines and activities
Describe the 6 components of naturalistic interventions
Context of intervention is routine events & activities in natural environments (e.g. homes, preschools, child care settings).
Instruction addresses functional skills that have immediate application
Instructors are individuals who are naturally in the child’s environment (e.g. teachers, parents, siblings, peers).
Instructional interactions are initiated by the child or by an adult capitalizing on the child’s focus of attention and interests.
Instructional interactions take advantage of the child’s motivation in order to evoke a target behavior.
Desired materials or events are provided as the natural consequence of the child’s response.
How are Activity-based Intervention and Embedded Learning Opportunities Related
Activity-based Intervention (ABI): A system of intervention which includes four elements:
Child-directed, routine, and planned activities
Multiple and varied learning opportunities
Functional and generative goals
Timely and integral feedback and consequences
Embedded Learning Opportunities are a component of Activity-based Intervention
What are the key features of an ELO?
Address skills that are important to everyday activities
Teach skills to a child in activities alongside all children
Use typically occurring activities and authentic materials
Use short teaching interactions (learning trials)
When planning an ELO focus on:
What to teach
What skills is the child working on (IFSP goals and objectives)?
When to teach
During which routines and activities can these skills be naturally addressed?
How to teach
What strategies will elicit the skill and help the child be successful?
Social emotional teaching strategies include:
following the pyramid model
teaching specific and appropriate classroom expectations
labeling and understanding emotions
teaching self-regulation skills
connecting with families
When considering social emotional development, what are 3 essential needs of the developing brains?
Healthy Relationships - early relationships are vital to brain development because they help wire the brain to trust others, to love, and to feel safe and secure.
Positive Experiences - new brain connections are formed and modified through verbal and physical interactions
Consistent and Secure Environment - the brain develops gradually in response to experience and to the environment
Review the social emotional skills and interventions ppt
Because it felt redundant to make slides about it, but mentions some specific tiers in the pyramid model
List examples for creating a positive classroom for DLL learners
Pictures of students and their families
Books in children’s home languages
Music in children’s home languages
Labels in children’s home languages
Familiar objects, interest areas represented
Visuals to help support children’s understanding (e.g., next to rules, labeling activity areas, visual schedules)
Provide “safe havens”
A place where students can retreat when overwhelmed
Areas & activities where children can participate independently without need for assistance (e.g. manipulatives, art area)
Predictable classroom routine
Visual supports
Teach content in multiple ways (e.g., language, movement, sensory play)
Small group instruction
Intentional groupings of children
Create a context full environment
Multiple opportunities to see & use new vocabulary
Learn & use children’s interests and strengths
Use child’s native language to provide support for new topics whenever possible
Involve parents—inform them of curriculum themes, invite them to participate
Provide English-speaking peers with strategies for interacting with peers who are dual-language learners (e.g., how to invite them to play using gestures & words the child knows)
How can you develop a Curriculum that Supports English Language Learners
Built on children’s interests
Builds on and expands background knowledge
Incorporate books with predictable text
Repeated storybook readings
One-on-one or small group readings (preview, teach target words, review)
Targeted vocabulary (e.g., Tier I = commonly heard & used in daily life; Tier II = frequently used by most adults, but unfamiliar to young children)
Hands-on activities
Multiple opportunities to use theme vocabulary within the classroom
Art projects
Play areas
Snack
