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.
