Embedding Interventions and Monitoring Progress

1. Embedding Interventions and Monitoring Progress Kristie Pretti-Frontczak (kprettif@kent.edu) Kent State University September 2007

2. Embedding as a Process • Children's goals and objectives are addressed in activitiesby providing multiple and varied learning opportunities that are • integralto the activity • expandthe activity in a relevantor meaningful way • modifythe activity to accommodate the child in such a way that it continues to capturethe meaningfulness of the activity and interest of the child

3. Embedding as a Verb • “To make something an integral part of …” • “Embed” is a transitive verb—one requiring a direct object to complete its meaning. • Must ask, “What is the direct object?” or “What is being embedded?” • Answer: Learning opportunities across tiers of instruction

4. Activities and Instruction III Instruction Type of activities and instructional strategies vary in frequency, intensity, and intent Targeted Instruction Universal Instruction

5. ACTIVITIES • The context in which important concepts and skills are addressed, guided by children’s interest during daily routines • Examples of daily activities include those that are child-directed (e.g., free play or center-time), routine (e.g., snack or arrival time), or planned (e.g., circle time or art table) • Daily activities are designed to integrate concepts and skills from across developmental and content areas

6. INSTRUCTION • Refers to practices, actions, and methods used to deliver the content • Quality instruction for young children is grounded in a responsive developmental perspective • Reflects a view of learning in which children create their own knowledge through interactions with the social and physical environment • Quality instruction entails: • being responsive to the child as his/her needs and personal preferences which may change across daily activities • understanding the role of adults, peers, and the environment as influences on children’s learning • creating multiple and varied embedded learning opportunities • tiering instruction to meet the needs of all young children across common outcomes, targeted needs, and individual goals

7. Activity Tiers • Things in Common • Same concept or skill • Whole class activity • Begins where students are • Some activities in the task may be the same • Differences In • Amount of structure • Number of facets • Complexity • Pace • Level of Independence • All Tiers Should • Build understanding • Challenge students • Be interesting and engaging • Be”respectful”

8. Instructional Tiers • Common Tier Key Words: all settings, all students, preventive, proactive, core • Targeted Tier Key Words: some students (at-risk), high efficiency, rapid response, targeted • Prioritized Tier Key Words: intense, durable, of longer duration, high intensity, individualized

9. Key Roles of the Itinerant Provider • Identify what is keeping the child from accessing participating and making progress in daily activities • Target individual goals that belong to the child not to particular team members • Create embedded learning opportunities across tiers of needs • Monitor implementation and progress over time and interpret changes

11. Sort “Needs” Into Tiers Particular Skills and Concepts Targeted Needs Common Outcomes

12. Observable Individual Goals • Observable behaviors are those that can be seen and/or heard • Those which multiple people can agree have occurred • The behavior is an action that has a beginning and end

13. Examples to avoid Motivation Attention Memorization Visual perception Motor planning Comprehension Replacements Motivated to do what Difficulty attending to what? Memorizing or remembering what? Interpreting which part of what is seen? Motor planning to do what? Comprehending what or in what way? Observable v. High Inference or Cognitive Processes • Avoid behaviors that are used to infer about another attribute • Avoid cognitive processes without carrier content • What does the child/student do to make you say that?

14. Measurable Individual Goals • Measurable behaviors ensure that a criterion is used to determine the success of the intervention • Criterion or level of acceptable performance is noted for each behavior

15. Behaviors: Observable and measurable targets which can be seen or heard and which have a beginning and an end. • Behavior is a verb – an action word • Examples State Classify Define Predict Solve Estimate Measure Locate Order Name Give Cut Puts on Takes off Zip Jump Pours Copy Select Place Walk Remain Answer Look Initiate Seek Maintain Reach • Non Examples Increases Understands Comprehends Realizes Demonstrates Knows Appreciates Tries • Gray Area Examples Manipulates (describe how they manipulate) Participates (describe how they participate) Uses (describe how they use)

16. Dimensions of Behavior • Frequency - how often a behavior occurs • Latency - how long it takes a child to initiate a behavior once a cue has occurred. • Intensity - amount of force with which the behavior occurs. • Duration - length of time a given behavior lasts (total duration, duration per occurrence, percent of time) • Endurance - length of time a given behavior can be repeatedly performed. • Accuracy - extent to which a child's behavior conforms to criteria/expectations set by the team.

17. Recommendations • Target the underlying patterns • Prioritize (use filters) • Keep focus on functional attributes • Critical to successful participation • High degree of impact

18. Embedding Schedules • Sometimes called embedding matrixes or activity schedules • Designed to identify or create embedded learning opportunities • Matrixes can vary • Individual v. groups • Common outcomes, targeted needs, v. III needs • Single skill across activities • Single activity multiple skills • Examples http://textbooks.brookespublishing.com/pretti-frontczak/

19. Consider the Intersect Boxes Skill(s), activities/routines, children Skill(s), activities/routines, children

20. Progress Monitoring Progress Toward Specific Skills and Concepts Used to Revise Activities and Instruction Progress monitoring practices vary in frequency, intensity, and intent Progress Toward Targeted Needs . Directly Linked to S&S and A&I Progress Toward Common Outcomes

21. Skill Set for Interpreting • Gather • Implementation and child data • Summarize • Narratives, visuals, nummerically • Reconcile • Multiple sources = multiple perspectives • Examine • Trends and patterns • Compare • Child development, age expectations, child attributes