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START Early Childhood Training: Implementing High Quality Preschool Programming

Explore the challenges and strategies for implementing high quality preschool programming, including seamless transitions to kindergarten, effective communication, and preparing students for success.

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START Early Childhood Training: Implementing High Quality Preschool Programming

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  1. START Early Childhood Training:Implementing High Quality Preschool Programming Amy Matthews, Ph.D., BCBA Jamie Owen-DeSchryver, PhD Grand Valley State University Linda Elenbaas, MA Muskegon ISD

  2. Agenda • Transition • Data follow up • Problem solving process • Challenges with behavior and learning • Review and Intervention supports • Behavioral Skills Training (BST) • Celebration and Future Planning

  3. Review Review

  4. Wow, that’s a good idea If you hear any good ideas you want to take back and try right away, put them on the Wow form

  5. Get out your team action plan (green form) Complete your Target Student Data and share your Action Plan with us

  6. Seamless Transitions during Early Childhood

  7. Transition to Kindergarten • Start at entry – day one! • Focus on independent skills and skills needed for kindergarten: Dressing, toilet training, sitting, following directions, self-regulation, responding to group instructions, following a routine

  8. Plan for Transitions Early

  9. January – MarchTransition Portfolio Transition Program Options About My Child-Parent input Student Summary Pre-School Developmental Checklist Transition Accommodations Profile Routine Based Assessments IEP, Met, Work Samples

  10. April - June • Parent (child) and member of student’s current teaching team visit classroom and meet the receiving teacher • Receiving teacher is invited to visit student’s current placement (if teacher can’t visit, take video to share

  11. Preparations • Give receiving teacher any supports that have been used or created for the student • Schedule • Visual supports • Prompting procedures • Differentiated output • Behavior support summary • Demonstrate strategies in the classroom at a visit, provide training, and/or a visit to the new classroom with the student.

  12. Communication between Parents and Receiving Teacher • Discuss classroom communication procedure in new classroom • Discuss what programs and family activities are part of the new classroom and school community (e.g., PTA, volunteering) • Discuss any food or health needs or restriction

  13. Communication between Sending Teacher and Receiving Teacher • Provide additional information on autism that is pertinent to the student • Inform the receiving teacher that present staff is available for questions or concerns as the student transitions into the new class.

  14. Preparing the Student • Create a countdown calendar • Create a transition book detailing as much as possible about the classroom and building • Give the student the classroom rules in advance • Prepare student for riding a new bus and having a new bus driver • Have the child visit the classroom and playground

  15. Preparing Peers Request parent consent to do sensitivity training when school starts • Talking about the differences between each of us (e.g., hair color, eye color, glasses, tall , short) • Read the book My Friend With Autism or play video • Read 10 things my friend “Tobin” wants you to know about him • Let the students ask questions and answer as honestly as possible while maintaining the student’s dignity

  16. Models to Support Successful Transition • Special education teacher is available to assist with transition • Related services staff supports transition to new classroom • Paraprofessional staff attends kindergarten (or new early childhood program) for first week • In the fall, early childhood programs start a week later than K-12 to allow EC staff to support transition

  17. Preparing for Transition Team Discussion

  18. Information Needed Today Please complete today and turn in: • EC Target Student Reporting Form – 1 per team/ 1 per target student • Effective Practices Assessment and Planning Tool (EPAT) – 1 per team • Post Training Questionnaire (blue) – 1 per person

  19. Target Student Reporting Form IMPORTANT: Record follow up data for independence and classroom engagement and summarize on the Target Student Reporting form Target Student Reporting Form

  20. Classroom Engagement

  21. How is your classroom engagement for your targeted activity? Brainstorm ideas to improve engagement

  22. Program and Student Data

  23. How is your student’s independence? Brainstorm ideas to increase independence for your target student or for other students

  24. Early Childhood Assessment Tool

  25. Are you still encountering these? • Interfering Behaviors 2. Learning Challenges

  26. Educating Young Children with ASD

  27. Early Childhood Training Concepts

  28. Identifying Interventions: Some Possible Purposes of Problem Behavior • Student doesn’t UNDERSTAND the task/ activity • Student doesn’t LIKE the task/activity • Student wants an item that’s not available • Student is easily upset by mistakes or something that is not “right” • Student has difficulty with transition from preferred to non-preferred • Student has difficulty with change or unusual events • Student desires interaction, but uses inappropriate strategies to gain attention from others • Student avoids interaction with others • Student’s behavior appears to be comforting or internally pleasing

  29. Identifying Intervention

  30. Autism Speaks

  31. Use a Problem Solving Process for One Area of Challenge

  32. Effective Teaming

  33. Visual Organizer

  34. Is this a problem worth working on?

  35. Look at your data

  36. Look at your data • Effective Practices Assessment Tool (EPAT) • Classroom Engagement • Independence • Opportunities to Respond (OTR) • Functional Behavior Assessment (FBA) • Student IEP progress

  37. Brainstorming

  38. Cluster and Prioritize

  39. Implementation Variables

  40. Action Plan development

  41. Use a Problem Solving Process for One Area of Challenge

  42. Early Childhood Training Concepts Early Childhood Training Concepts

  43. Identifying Interventions

  44. Visual Organizer

  45. Action Plan

  46. Future Planning: This Year and Next YearWhat are the key priorities for your team to address for the rest of this year and into next year?

  47. Behavioral Skills Training (BST)

  48. Examples of Using BST Skills to Teach Staff Skills to Teach Students Circle time rules Daily schedule Mini schedule Toileting Dramatic play sequence Peer training • Expectations • 3Rs • Prompting • Following a schedule • Differential reinforcement

  49. Behavioral Skills Training (BST) • INSTRUCTIONS • Descriptive explanation, with clear written instructions • MODELING • Provide a live or video example of the procedure or behavior • REHEARSAL • Practice to ensure implementation fidelity • FEEDBACK • Confirm correct performance or provide coaching for correction

  50. Preparation for BST • Identify and define the skills you want to teach (usually easier skills first) • Identify all the situations in which the skills must be used • Establish a baseline by assessing the learner’s skills in real situations

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