Providing Related Services in LRE Preschool Environments

1. Providing Related Services in LRE Preschool Environments Laurie A. Dinnebeil and William McInerney University of Toledo Judith Herb College of Education April 16, 2010 - SST Region 11

2. DEC Position Statement on Inclusion “Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability to participate in a broad range of activities and contexts of full members of families, communities, and society.” (DEC, 2009)

3. Why Inclusion? Inclusive experiences give children with disabilities and their families: • a sense of belonging, • support positive social relationships and friendships, and • promote development and learning so children can reach their full potential.

4. Inclusive Settings?

5. Features of High Quality Inclusion • Access • Participation • Supports

6. Access Young children with disabilities have access to a full range of activities and learning opportunities in diverse early care and education programs and other natural environments

7. Participation Adults find ways to help young children with disabilities participate and engage fully in a variety of activities. They promote children’s meaningful ‘belonging’ in intentional ways.

8. Supports Adults who promote early childhood inclusion have the supports they need to help young children with disabilities. These supports include ongoing training and professional development.

9. Massed vs. Distributed Instruction If episodic and massed intervention (usually 60-90 minutes per week in traditional itinerant service delivery) is as efficient as distributed or spaced instruction (or practice), then there is no need to adopt a consultation model as the primary mode of intervention • However….. if distributed or spaced instruction or practice is a more efficient model of learning, thenadoption of a consultation approach to itinerant service delivery is warranted

10. Research Support: Distributed Instruction and 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)

11. Massed vs. Distributed Instruction Distributed Instruction • Child practices with same or different materials, multiple times, with breaks between instruction/ practice • EXAMPLE: Practice v+c combinations in daily routines or activities Massed Instruction • Child instructed with same materials, multiple times in single session, without a break • EXAMPLE: practicing v+c combinations for 20 minutes

12. Research with Children Rea and Modigliani,1985 • 3rd graders (8.5 years) taught spelling words and math facts • Students ranked as Level 1 (top half of class) or Level 2 (bottom half of class) • Results: • Better on spelling and math tests when had spaced instruction rather than massed instructions • Spaced instruction was better for both Level 1 and 2 students (ability level didn’t matter)

13. Seabrook, Brown & Solity, 2005 • Experiment • Task: 34 children (mean age 5 years.6 mos.) taught phonics over two weeks • Schedule: • Clustered = one, 6-minute session per day within a regular classroom setting. • Distributed = three, 2-minute sessions per day within a regular classroom setting • Results: Children in distributed condition had test scores 6 times greater than children in clustered condition

14. Childers & Tomasello, 2002 How many times (and how many days) does a 2-yr old need to hear a word to learn it? • In 2 experiments, 2 yr olds were taught ‘silly’ nouns and verbs (words they had never seen) over the course of a month in sessions lasting 5 - 10 min

15. Childers & Tomasello, 2002 Results: • Best learning occurred when teaching was distributed • The more days that children heard the words, the better able they were to learn the words • Best = 4 days, 3 days • Worst = 1 day, 2 days • Children learned words better if they heard the words 1x/day for 4 days rather than 8x/day for I day

16. Major Findings • Spacing (distributing) instruction benefited children and adults whether the tasks were physical or cognitive. • Spacing instruction within the day (e.g., three 2-min sessions/day) or across days (e.g., 1x/day for 4 days) helped children learn.

18. Distributed Instruction-Examples Consider a 4-year old child with mild-moderate cognitive delays (functioning @ 24-36 mos.) and who has an IEP objective of ‘following a 2-step direction’. How would an Itinerant professional address this learning objective, in her weekly visits with child using a MASSED instruction approach ?

19. Distributed Practice - Examples Consider this same 4 year old child with mild-moderate cognitive delays (functioning @ 24-36 mos.) who has an IEP objective of ‘following a 2-step direction’. How would an Itinerant professional address this learning objective, during her weekly CONSULTATION visits and planning for DISTRIBUTED instruction and practice?

20. Developing (and Detoxing………) Learning Goals & Objectives

21. Top 10  ... Least Heard PhrasesBy Colleen F. Tomko 10. I hate to brag, but my kid can grasp and maintain grasp during activities.9. I love my husband because he can comb his hair.8. Its really nice the way you cross your mid-line plane.7. My mother is a wonderful person, she can count change.6. You're a great friend, you can really isolate your index finger.5. If I couldn't vacuum, why life wouldn't be worth much.4. My sister is really cool, she can take pennies out of theraputty.3. Every time I hear this song, it reminds of when I first reciprocal stepped up stairs.2. Man, if only "I" could tolerate a vestibular board like she does.1. From the moment I first saw his pincer grasp, I knew we were going to have a good meeting. 

22. SMART Objectives (Jung, 2007) • Specific • Measurable • Attainable • Routines-based • Tied to a functional priority

23. Other Ways to Address Functionality • Goal Functionality Scale (McWilliam, 2005) • Congruence Assessment (Wolery, Brashers, & Nietzel, 2002) • MEPI (McInerney & Dinnebeil, in press)

24. Objectives – Quality Indicators Noonan & McCormick, 2006 Functionality Generality Integration Hierarchical Relationship Measurability and Monitoring

25. I. Functionality Notari-Syverson & Shuster, 1995 Will the skill improve the child’s ability to participate, independently or with assistance, in all or most natural environments? Will the skill increase appropriate interactions with peers and materials in the natural environments?

26. Use of Functional Verbs in IEP Planning • Use actions that can be observed • Examples of Functional Verbs: • point to, name, write, say, share, sing, put away Examples of NON-functional Verbs: • improve, understand, increase, exhibit, identify … will improve his communication skills … will identify her name … Mcwilliam & Casey, 2008

27. Functional Verbs Kai will identify colors …

28. Functional Verbs To change a nonfunctional to a functional verb ask what thebehavior should look like. Nonfunctional: … will become involved in circle time … What does ‘being involved in circle time’ look like? Functional: … during circle time, Aaron will choose a song from the choice board and sing song with peers … McWilliam & Casey, 2008

29. Functionality True test of functionality is to ask WHY the child is working on the given goal/objective. If skill is functional, the answer will be immediately apparent. Helps to add a rationale statement … skill is necessary so that … … skill is necessary in order to … … if child could not perform this skill, adult or peer would need to do so

30. Where in the World is the “Functional” objective? 5 year old Robin will string 5, 1” beads on a string, by herself. 4 year old Traci will verbally respond to another child who asks her a question. 5 year old Justin will follow 2-step directions provided by a familiar adult. 3 year-old Rannon will stack 6,1.5 “ blocks, by himself. Material taken from Project Open House, Drs Dinnebeil and McInerney

31. Is That Your Final Answer? If you think that objectives “2” and “3” are functional, you’re right! • Responding to another person who asks a question is an important skill that will help Traci interact with her peers and be part of the group. • Traci will verbally respond to another child who asks her a question …..RATIONALE…..so that she can interact with her peers and be part of the group. • Following multi-step directions is an important skill for Justin to learn because he’s going to need to do that when he goes to kindergarten. • Justin will follow 2-step directions provided by a familiar adult …..RATIONALE…..in order to be prepared for kindergarten. Material taken from Project Open House, Drs Dinnebeil and McInerney

32. What About Stringing Beads and Stacking Blocks? Can Robin be successful in preschool or kindergarten if she can’t string beads? Will Rannon get along OK if he can’t stack blocks? In isolation, string beads or stacking blocks, are not critical skills or behaviors. Material taken from Project Open House, Drs Dinnebeil and McInerney

33. What are the skills “behind” stringing beads or stacking blocks? Stringing beads or stacking blocks depends on the ability to use your hands to accomplish a task requiring good fine-motor control. These are important skills that allow children to be successful in other settings and are linked to more mature skills (e.g. dressing, printing, use of utensils). • How could we rewrite objectives for Robin or Rannon so that they are functional? Material taken from Project Open House, Drs Dinnebeil and McInerney

34. Other activities that require similar skills? Instead of “stringing beads”… …Robin will use both hands to complete a task … Such as? ………………………… Instead of “stacking blocks…… Rannon will …………? Material taken from Project Open House, Drs Dinnebeil and McInerney

35. II. Generality Can the skill be ‘generalized’ or demonstrated across a variety of people, activities, materials, and settings/environments? • Examples: • …will manipulate puppets, block, spoons, and zippers using both hands … • … during circle time, snack, and outside play … • … with the teacher, peer, or Mom … Notari-Syverson & Shuster, 1995

36. III. Integration of Skills • Do the child’s peers demonstrate this skill within a variety of daily activities and routines? • Are there naturally occurring antecedents and logical consequences for the skill in the child’s daily activities and routines? • Can the skill be taught and practiced in a variety of activities and settings? Examples: • … will request help bathroom…accessing materials • … will clean up…. after building center… snack … Notari-Syverson & Shuster, 1995

37. IV. Hierarchical Relationship • Is mastering the learning objective necessary in achieving the learning goal? Example: • Goal: Jackie will participate in morning circle routine. • Objective necessary to reach that goal: • In morning circle, Jackie will say “I’m here” when her name is called in attendance roll, on 3 consecutive days. Notari-Syverson & Shuster, 1995

38. V. Measurability and Monitoring Notari-Syverson & Shuster, 1995 Can the skill be seen and/or heard so that it can be counted? Can an example of the skill be recorded? Purpose of monitoring is to let the team, including the family, know when the objective has been accomplished.

39. EMBEDDED INTERVENTION WeavingTeaching and Intervention into Routine Activities

40. Recipe for Embedding Instruction for Children with Special Needs Opportunities for children to learn and practice functional skills or behaviors occur across the curriculum and across developmentally appropriate routines and activities Material taken from Project Open House, Drs Dinnebeil and McInerney

41. A Routines-Based Approach What’s the best way to address children’s learning goals and objectives? Most experts in early childhood and early childhood special education will agree that a “routines-based approach” works best (Bricker, Pretti-Frontzcak, & McComas, 1998; Sandall & Schwartz, 2002). Material taken from Project Open House, Drs Dinnebeil and McInerney

42. Examples of Routines Family / Home Wake up Eat meals Church on Sunday Laundry on Mon. & Weds At School Snack Outside Play Circle Time Centers

43. Embedded Instruction - Focuses on a child’s daily routines or activities like snack, playtime, circle time, dramatic play as a context for learning and OPPORTUNITY for EMBEDDING - Teachers give children opportunities to practice targeted IEP or IFSP goals or activities during these daily routines or activities instead of creating special instructional time. Material taken from Project Open House, Drs Dinnebeil and McInerney

44. Daily Routines and Activities Provide Opportunities for Learning for Young Children Material taken from Project Open House, Drs Dinnebeil and McInerney

45. Why does a “Routines-Based” approach help young children learn? Children learn best when they’re interested and motivated. Children learn best when opportunities to learn and practice skills occur throughout the day, instead of just during one period of time. It’s difficult for busy early childhood teachers to take time out of the classroom schedule to provide special instruction to meet children’s learning needs. Material taken from Project Open House, Drs Dinnebeil and McInerney

46. How do I use a “Routines-Based” Approach? Find good times to help children learn about and practice new skills or behaviors. Good times are times when children usually use certain skills. For example, Manipulating items during a board game Naming objects when playing in the housekeeping area Requesting things during a meal Carrying items across room while walking Material taken from Project Open House, Drs Dinnebeil and McInerney

47. Using a Routines-Based approach: Requires knowing what children are interested in, what gets their attention, or what motivates them Favorite activities…going down the slide, being read to, playing with blocks Favorite foods…apple juice, graham crackers, pizza Favorite people…Ms. Susan, friend Tommy, next door neighbor Mr. Gray. Material taken from Project Open House, Drs Dinnebeil and McInerney

48. Finding Time to Help Children Practice Once therapists and teachers have identified opportunities where children naturally use skills, they can devise learning opportunities that can be embedded within the routine or activity. . . . Some examples? Material taken from Project Open House, Drs Dinnebeil and McInerney

49. Let’s help Justin practice following directions….. Justin is 5 and has trouble following 2-step directions (like “Put away the truck and come sit down.”) It’s important that Justin learns how to follow directions because he’s going to kindergarten next year (teaching to requirements of the Next Environment) Material taken from Project Open House, Drs Dinnebeil and McInerney

50. Angela’s Plan Angela is Justin’s teacher and knows that Justin really likes to look at books after lunch. He decides to use clean-up after lunch (and before books) as a time to help Justin practice following directions. Material taken from Project Open House, Drs Dinnebeil and McInerney