Sandra Hess Robbins, M.Ed. Kristie Pretti-Frontczak, Ph.D. Carrie Pfeiffer-Fiala, M.Ed. Center for Excellence in Early Childhood Research and Training.

Slides:



Advertisements
Similar presentations
Recipe for Developing and Implementing an Effective IEP
Advertisements

5-1 Chapter 5: Stages and Strategies in Second Language Acquisition With a Focus on Listening and Speaking ©2012 California Department of Education, Child.
The SCERTS Model Barry M. Prizant, Amy Wetherby, Emily Rubin
Developmentally Appropriate Practice
Module 2: Creating Quality IEPs for Students with ASD
A DAY IN PRE-K CLARKE COUNTY SCHOOL DISTRICT. Clarke County School District’s Vision Our vision is for all students to graduate as life-long learners.
Focus on Instructional Support
Strategies for Supporting Young Children
Using Assessment to Inform Instruction: Small Group Time
1 © 2013 UNIVERSITY OF PITTSBURGH 1 Using the content-focused Coaching® Model to Support Early childhood Literacy and Language Development How to Teach.
Embedding Interventions and Monitoring Progress Kristie Pretti-Frontczak Kent State University September 2007.
Carpenter, Jackson, Harris, McKeen, Pretti-Frontczak, 2005.
IDENTIFICATION & REFERRAL INTAKE FAMILY ASSESSMENT CHILD EVALUATION FUNCTIONAL ASSESSMENT CHILD AND FAMILY INFORMATION CHILD HEALTH INFORMATION FAMILY.
1 Overview of a Curriculum Framework for ALL Children Jennifer Grisham-Brown, EdD University of Kentucky
Naturalistic Curriculum Model Goal: to increase the infant/young child’s control, participation, and interaction in natural social and physical environments.
Lisa R. Audet, Ph.D., CCC-SLP
Play with Me! Valerie Read, M.Ed. Gina Easterly, Ph.D., CCC-SLP
Response to Intervention…What does it mean for preschool? Sarah Jackson, State Support Team Region 8 Merrie Darrah, State.
Children with Autism Spectrum Disorders Chapter 8.
Celebrating Effective Partnerships The Early Intervention Autism Spectrum Disorder Project in Action.
Maine Department of Education Maine Reading First Course Session #3 Oral Language Development.
Enhancing Positive Behavior Skills January 9 th, 2009 ERF Professional Development Younwoo Lee Information in this presentation is available for noncommercial.
Comprehensive Curriculum Framework for Tiered Instruction: A Response to Intervention Model Sarah Jackson, M.Ed. Sandra Hess Robbins, M.Ed. Sanna Harjusola-Webb,
Teaching Students with Autism Discrete Trial Training & Naturalistic Teaching Strategies.
Differentiated Instruction in early childhood settings.
High Quality Kindergarten Programs 8/6/2015 Division of Early Childhood Education.
OBSERVATIONS For SLD Eligibility Make sure you sit with your school’s team.
An Introduction to The SCERTS ® Model Collaborators- Barry Prizant, Ph.D. Amy Wetherby, Ph.D. Emily Rubin, MS Amy Laurent, Ed.M, OTR/L Copyright 2010-
Introducing the SCERTS framework Information for family/whānau and educators Adapted from: Hawke’s Bay Early Intervention Team presentation 2010 Handout.
Susana Long Case Study: edTPA. Background and Context Information The school: The school a non for profit urban school located in Manhattan, NY. The school.
Resources to Support the Use of DEC’s Recommended Practices This presentation and handout were developed by Camille Catlett.
Supporting Children with Challenging Behaviors Refresher Training.
Language and Literacy Unit 4 - Getting Ready for the Unit
A Project GATORSS: Social Skills Assessment and Intervention for Young Children with Autism Maureen A. Conroy, Ph.D., Crystal N. Ladwig, Ph.D., Brian A.
Effective Differentiated Instruction for All Students
Building Blocks for Including and Teaching Preschoolers with Special Needs Susan Sandall, Ph.D. University of Washington
1 Enhancing Services in Natural Environments Presenter: Mary Beth Bruder March 3, :00- 2:30 EST Part of a Web-based Conference Call Series Sponsored.
Essential Components of a Program of Instruction for Every Student with ASDVI.
1 Early Social Interaction: Parent Implemented Intervention in Everyday Activities for Young Children with ASD Juliann J. Woods, Ph.D. CCC-SLP Department.
INDIVIDUALIZED FAMILY SERVICE PLAN-IFSP. IFSP The Individualized Family Service Plan (IFSP) is a process of looking at the strengths of the Part C eligible.
English-Language Development Domain California Preschool Learning Foundations Volume 1 Published by the California Department of Education (2008) English-Language.
Week 4: Assessing Preferences & Choice-making Update – Ecological Inventory & Article Review #1 Due Today – Preference Assessment is Due on April 25th(we.
Published by the California Department of Education (2009)
Hosted by Northampton Community College Supported by SCRIPP (Supporting Change and Reform in Inclusive Personnel Preparation) U.S. Department of Education.
10/23/2014 Dr. Y. Xu 1 ECSE 602 Instructional Programming for Infants and Young Children with Disabilities This week’s topics:  Embedded learning opportunities.
Camille Catlett Frank Porter Graham Child Development Institute GAYCFriday, October 11, 2013 High Quality Inclusion: Evidence-based.
Goals of Transition Plans  To ensure continuity of services  To minimize disruptions to the family system by facilitating adaptation to change  To ensure.
Blended Practices for Teaching Young Children in Inclusive Settings Jennifer Grisham-Brown, Ed.D. Mary Louise Hemmeter, Ph.D.
Camille Catlett Frank Porter Graham Child Development Institute Resources, Tools, and Strategies for Supporting Each Child’s Full Participation and Inclusion.
SPED 537 ECSE Methods:Multiple Disabilities Chapter 9 Deborah Chen, Ph.D. California State University, Northridge May 1-2, 2006.
Social and Emotional Development Presented by: Rose Owens Kathleen Lee November 17, 2011 Room 412.
Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Texas Infant, Toddler, and Three-Year-Old Early Learning.
AUTISM: Methodologies and Recent research Ilene S. Schwartz University of Washington
Camille Catlett Frank Porter Graham Child Development Institute Montgomery County Infants and Toddlers Program Kick-Off October.
Early Literacy Tuesday, September 16, REFLECTION & DISCUSSION QUESTIONS:  1. Literacy is a process that begins in infancy and continues throughout.
Creative Curriculum and GOLD Assessment: Early Childhood Competency Based Evaluation System By Carol Bottom.
Autism Spectrum Disorder Jennifer Hine Erin Pennington Sara Hornback.
©2015 Cengage Learning. All Rights Reserved. Chapter 15 Facilitating Social Development.
Supporting Literacy for Students with Developmental Disabilities Being a Literacy Partner.
Co-Planning, Activity Based Instruction, and Embedded Intervention Simone DeVoreGiuliana Miolo Brooke WinchellLucy Heimer University of Wisconsin-Whitewater.
PRESCHOOL CURRICULUM: CHOOSING WHAT IS RIGHT FOR YOUR PROGRAM Crista Scott University of Washington.
Developmental Trajectories Diverted: Empowering Frontline Community Childcare Providers to Support Children’s Social Communication Development Through.
2015 Leadership Conference “All In: Achieving Results Together”
Video Modeling as an Intervention
Universal Design for Learning
Developmentally appropriate practices and specialized instruction are fundamentally dependent upon each other in early childhood special education. Record.
WWB Training Kit #5 Using Classroom Activities & Routines as Opportunities to Support Peer Interaction Presenter should be familiar with the content in.
The National Autism Center’s National Standards Report
Autism Supplement.
An Introduction to The SCERTS® Model
Presentation transcript:

Sandra Hess Robbins, M.Ed. Kristie Pretti-Frontczak, Ph.D. Carrie Pfeiffer-Fiala, M.Ed. Center for Excellence in Early Childhood Research and Training Kent State University

 So much to learn and so little time  Concepts and skills from developmental domains and content areas  State standards  Federal outcomes  Assessment items  Diversity, Diversity, Diversity

Universal need for all young children Predictor of later academic and behavioral success Focus of Ohio’s Early Learning Content Standards Defining characteristic/need of children with ASD

Hey, I thought we were focusing on autism?? With the exception of a few isolated instructional units, most children with autism are now being included in blended programs Children with autism have exceptional needs, but we need to support ALL children with limited time and resources

Purpose is to guide instruction for diverse learners, some with known disabilities and concerns

Bridge between assessment and instruction All children could have tier 3 needs All children’s needs fall across all three tiers IFSP outcomes/IEP goals are tier 2 and 3 only

What common concepts and skills are to be covered/taught/addressed?  Concepts and skills from developmental domains and content areas  State standards  Federal outcomes

Concepts and skills that are emerging Concepts and skills that are critical to a child’s ability to demonstrate what they know and can do Components or portions of the larger concept or skill Examples  Non verbal expressions (e.g., writing)  Participating within a variety of group settings (e.g., initiating cooperative play)

Concepts and skills that are keeping the child from accessing, participating, and making progress in the general curriculum/daily activities Examples  Underlying issues or concerns (e.g., challenging behavior, quality of movement, intensity of action)  Foundational or prerequisite behaviors (e.g., joint attention, imitation, vocalizations, manipulation of objects, functional use of objects)

Frequency and intensity of instruction increases

For all learners Incidental Preventative Broad/Generic/Constant No systematic planning of antecedents or consequences Emphasis is on exposure, generalization, and use

For select groups/individuals Systematic Scaffold learning Targeted/Temporary Some systematic planning of antecedents and consequences, often from the environment or peer Emphasis is on supported practice, fluency, increased independence, and latency

For specific individuals Intentional Intensive Specific Systematic planning of antecedents and consequences Emphasis is on acquisition

Progress monitoring practices vary in frequency, intensity, and intent

Develop a present level of performance and description of current performance for each child Developmental assessments Family reports Information about interests and preferences Language samples Medical summaries Observations across settings

Adam is a child diagnosed with autism. He prefers to engage in activities that require little or no social interaction such as arranging small puzzles, stacking blocks, or browsing books. Adam communicates with familiar adults when he is prompted. When he responds to an adult, he typically uses gestures or a single words/vocalization (e.g., When asked what he wants for lunch, he will usually reach or point for the item he prefers; when his mom asks “Do you love me?” Adam smiles and says “Yeah”). Adam’s family would like to see him initiate greetings, describe, and answer questions with verbalization when interacting with familiar adults. Adam’s family would also like to see him remain engaged in interactions for more than one turn. Lastly, his family would also like to see him respond to peer initiations more frequently with gestures or words.

Tier 1 Tier 2 Tier 3 Common Outcomes: All children working on participation Component skill: Some children working on interacting with other Pre-requisite skill: A few children working on turn taking (Adam) Case example Scope and Sequence Participation Defined: 1.Remains with group 2.Looks at person/object 3.Follows directions given 4.Interacts with objects/people

Use universal design to arrange the classroom activities to support the overall outcome of participation Use peer mediated instruction to provide additional support for targeted group of children working on interacting with others Use milieu teaching to increase conversational turn taking for children with individualized needs (Adam)

The teacher arranges the classroom environment to provide natural opportunities to practice participation skills Multiple means of representation Multiple means of engagement Multiple means of expression UDL

The teacher trains peers to prompt, model, and assist target children in order to practice interacting with others Facilitation strategies  Look at your friend  Say your friend’s name  Talk to your friend  Listen to your friend  Take another turn

The teacher uses direct antecedents and consequences within and across the daily routines to promote conversational turn taking (i.e. initiating and responding) Incidental teaching Mand model Time delay

Re-administer common assessment on all children 3 times per year and summarize performance on participation Every Friday do a probe during free play and mark who does and who does not interact with others (i.e., peers) during a 15 minute scan. At the beginning of snack, circle, and transition to the bathroom record Adam’s response to mand to take an object (picture icon, materials related to the activity) from a peer.

Resources Allen, K.D., & Cowan, R.J. (2008). Naturalistic teaching procedures. In J.K. Luiselli, D.C. Russo, W.P Christian, & S.M. Wilczynski (Eds). Effective practices for children with autism. New York, NY: Oxford University Press. CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author. Retrieved on March 15, 2009 from Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: 3 rd edition. Washington, DC: National Association for the Education of Young Children. Jackson, Pretti-Frontczak, & Schuck. (2005). Universal design for Learning Examples. Kent State University Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A.C., & Rydell, P.J. (2006. The SCERTS model: A comprehensive approach for children with autism spectrum disorders. Baltimore, MD: Brooke’s Publishing. Sandall, S., Hemmeter, M.L., Smith, B.J., & McLean, M.E. (2005). DEC recommended practices: A comprehensive guide for practical application. Missoula, MT: Division for Early Childhood.