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Embedding Intervention - A Team Approach. Vivian James , DPI Exceptional Children’s Preschool Coordinator, Office of Early Learning Sandy Steele , Partnerships for Inclusion, FPG-CDI, UNC-CH Lauren Holahan , Occupational Therapy DPI Consultant , UNC-CH
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Embedding Intervention - A Team Approach • Vivian James,DPI Exceptional Children’s PreschoolCoordinator, Office of Early Learning • Sandy Steele,Partnerships for Inclusion, FPG-CDI, UNC-CH • Lauren Holahan, Occupational Therapy DPI Consultant , UNC-CH • Laurie Ray, Physical Therapy DPI Consultant, UNC-CH • Perry Flynn, Speech-Language Pathology DPI Consultant, UNC-G
Purpose • Overview of a training module for teams of Speech Language Pathologists, Occupational and Physical Therapists, and Itinerant Preschool Exceptional Children Teachers. • Introductory Level, 5 hour course
Objectives of Training Module • Review models of service delivery • Learn the what and why of embedding intervention for specialists and teachers 2004, www.zerotothree.org
Objectives, continued Objectives (continued) • Acquire knowledge and skills needed to implement embedded instruction • Practice method of embedding goals into the activities and routines of the classroom • Discuss different data collection systems and possible challenges • Examine strategies to embed intervention into classroom activities and routines
Relationship between Early Learning Standards, Curricula, and the IEP Specialized Instruction IEP Targeted Curricula (e.g., CSEFEL, Early Literacy) Differentiated Curriculum & On-Going Assessment Universal North Carolina Early Learning Standards: and Infant Toddler Standards Adapted from McClean, 2008
What We Know to be True About Very Young Children • A young child’s performance can be affected by his/her emotional state and the conditions of the environment. • Young childrenperform best when they are interested in what theyare doing. • Early development is rapid, episodic and highly influenced by experience. • A child’s lack of experience doing a task does not mean that the underlying ability is delayed.
Continuum of Service Delivery Models Continuum of Service Delivery Models • Individual pull-out • Small group pull-out • One-on-one in classroom • Group activity in classroom • Individual during classroom routines • Consultation Adapted from Continuum of Six Consultative Models, R.A. McWilliam, 1995
Child: Quran, Age 4, Autism Interventionist: Speech-language Routine: free play Goals: shared attention, turn-taking, making choices Method: individualized within routines What it looks like - Video Clip 1
What is Embedded Intervention? “Embedded interventions are teaching strategies that address a specific learning goal within the context of everyday activities, routines, and transitions at home, at school, or in the community. Terms such as routines-based interventions, embedded instruction, or embedded learning are used to mean the same thing.” CONNECT – 2009 http://community.fpg.unc.edu/
assumes collaborative planning occurs within daily routines uses childhood activity as instructional and therapeutic media works within dynamic system of child, activity, and/or environment - Adapted from Frank Porter Graham Child Care Staff & Dr. Robin McWilliam, 2005 DEFINITION: Embedded Intervention Basic Principles of Embedded Intervention
Why embed intervention into natural routines & activities? • Laws • Research • Benefits • Families/Caregivers
Becoming an Embedded Practitioner • Team approach • Transdisciplinary approach • Intentionally demonstrate to staff • Adopt flexible scheduling practices • Collaborative consultant
What it looks like… Video Clip 3 Child: Perl, age 4, Cerebral Palsy Interventionist: Special Education Routine: Free play Goals: Social interaction, communication with peers Method: Individualized within routines
Embedding Individual Goals into Classroom Routines & Activities
Embedding Goals into Daily Routines & Activities • Team approach • Understanding of the relationship between childhood standards, curricula, & IEP/IFSP • IEP?IFSP with functional goals • Daily schedule including planned activities • Knowledge of child’s preferences, interests, & motivators
Assistance Change in Expectations Delay Forgetfulness Novelty Piece by Piece Visible but Unreachable Responsive Teaching Pretti-Frontczak & Bricker, 2004 Wesley, Dennis, & Tyndall, 2007 Intervention Strategies
Guidance for Data Collection System • Procedures are linked to criterion • Procedures are flexible & applicable across settings, events, & people • Procedures yield valid & reliable data • Responsibility is shared by team • Procedures are compatible with resources Pretti-Frontczak & Bricker, 2004
Classroom Data Collection Scoring System 1 – Child completes goal independently 2 – Child requires a verbal prompt 3 – Child requires a verbal & physical prompt 4 – Child requires a verbal & physical assistance