9/11/2014ECSE 602 Dr. Y. Xu1 ECSE 602 Instructional Programming for Infants and Young Children with Disabilities This session will address: Preschool Blocks Activity-based Intervention Naturalistic approaches Curriculum Modifications

9/11/2014ECSE 602 Dr. Y. Xu2 Developmentally Appropriate Routines Predictable Flexible time blocks Reasonable rate/rhythm Respond to developmental differences

9/11/2014ECSE 602 Dr. Y. Xu3 Developmentally Appropriate Routines Balance: Teacher directed/child directed Teacher initiated/child initiated Quiet/Noisy activities Passive/Active activities Indoor/Outdoor activities

9/11/2014ECSE 602 Dr. Y. Xu4 Especially for Toddlers Build in periods of quieter activities Use lots of consistent non-verbal cues Eliminate “wait” time

9/11/2014ECSE 602 Dr. Y. Xu5 Transitions Advance notice Familiar Cues What’s next? Using adult support Minimize chaos Develop responsibilities and relationships

9/11/2014ECSE 602 Dr. Y. Xu6 Virginia’s Foundation Blocks for Early Learning Developed to “provide early childhood educators a set of minimum standards in literacy, mathematics, science, and history and social science with indicators of success for students entering Kindergarten based on scientifically based research.” Aligned to Virginia’s Kindergarten Standards of Learning (SOL), Virginia’s Phonological Awareness Literacy Screening (PALS), and Teaching Our Youngest, A Guide for Preschool Teachers and Child-care and Family Providers

9/11/2014ECSE 602 Dr. Y. Xu7 Getting Stronger… 2004 –Changes to the Appropriation Act for VPI “Required…the Department to establish academic standards that are in accordance with appropriate preparation for students to be ready to successfully enter kindergarten.”

9/11/2014ECSE 602 Dr. Y. Xu8 The Brick House Specific indicators for Prekindergarten children in the content areas of  Literacy—reading, oral expression, vocabulary, phonological awareness, letter knowledge, early word recognition, print and book awareness, and written expression  Math--number and number sense, computation, measurement, geometry, data collection and statistics, and patterns and relationships

9/11/2014ECSE 602 Dr. Y. Xu9 Standards of Learning A way for the VDOE to outline the goals and objectives of the curriculum taught at each grade level in each subject. A way to measure how these goals and objectives are met. Considered high-stakes testing for the schools themselves at the elementary and middle school level, and the results are part of the School Performance Report Cards The pass rate is the determining factor of whether or not a school attains or retains its accreditation status. (Ele. And Middle Schools)

9/11/2014ECSE 602 Dr. Y. Xu10 Standards of Learning For children and families  Tests can also measure competencies and highlight individual learning strengths and weaknesses  Give important information about expected skills for children at that level  “Test taking experience"

9/11/2014ECSE 602 Dr. Y. Xu11 Activity-based Intervention (ABI) Definition: ABI was defined as a “child-directed, transactional approach that embeds intervention on children’s individual goals and objectives in routine, planned, or child- initiated activities, and uses logically occurring antecedents and consequences to develop functional and generative skills” (Bricker & Cripe, 1992, p. 40).

9/11/2014ECSE 602 Dr. Y. Xu12 Activity-based Intervention (ABI) Foundational theory for ABI Sociohistorical theory  Vygotsky: interactional perspective Cognitive theory  Piaget: the nature of environmental feedback and children’s active exploration Learning theory  Dewey: meaningful and functional experiences

9/11/2014ECSE 602 Dr. Y. Xu13 Activity-based Intervention (ABI) Developmental theory  Cichetti & Cohen: interaction within and between biological and behavioral systems Behavioral learning principles  ARC: the three-part sequence Antecedent Response Consequence Antecedent: a condition, setting, or level of support that serves to elicit a particular behavior Response: the particular behavior Consequence: the actions that occur after responses

9/11/2014ECSE 602 Dr. Y. Xu14 Activity-based Intervention (ABI) Major tenets underlying ABI  The immediate environment and the larger sociocultural context have a significant influence on the developing child.  Child initiation and active involvement enhance learning.  Children should be engaged in functional and meaningful activities.  Development progresses through the integration of multiple processes. (Bricker et al., p. 232)

9/11/2014ECSE 602 Dr. Y. Xu15 Elements of Activity-based Intervention Four major elements of ABI: 1. Child-initiated transactions  children’s initiation  children’s lead in directing activities  the reciprocal interaction between the child’s behavior and the social/physical environment

9/11/2014ECSE 602 Dr. Y. Xu16 Elements of Activity-based Intervention 2. Embedding children’s goals and objectives  including goals and objectives in an activity/event in a meaningful way  Combining three types of activities: Routine activities Planned activities Child-initiated activities

9/11/2014ECSE 602 Dr. Y. Xu17 Elements of Activity-based Intervention 3. Logically occurring antecedents and consequences  the number and type of antecedents offered  the type and frequency of children’s responses  the nature of the consequences

9/11/2014ECSE 602 Dr. Y. Xu18 Elements of Activity-based Intervention 4. Functional and generative skills  independent functioning  skills across developmental areas and settings (e.g., place, people, event)

9/11/2014ECSE 602 Dr. Y. Xu19 A Linked Systems Approach The four components of a linked systems approach:  assessment  goal development  intervention  evaluation AssessmentGoal DevelopmentInterventionEvaluation

9/11/2014ECSE 602 Dr. Y. Xu20 A Linked Systems Approach  Assessment: an ongoing collaborative process of systematic observations and analysis  goal development: the major supports or guides for intervention  Intervention: strategies, teaching methods, activities, events  Evaluation: an ongoing process in which children’s previous performance is compared with a later performance

9/11/2014ECSE 602 Dr. Y. Xu21 The Goal for EI/ECSE  to improve children’s acquisition and use of important motor, social, affective, communication, and intellectual behaviors that, in turn, are integrated into response repertoires that are generative, functional, and adaptable (Bricker et al., pp )

9/11/2014ECSE 602 Dr. Y. Xu22 The Concepts of generative, functional, adaptable  Generative: a child’s ability to formulate a response that is appropriate for changing conditions  Functional: the usefulness of responses for a child  Adaptable: children’s abilities to modify their response repertoires to accommodate social or physical constraints

Naturalistic Model Goal of the naturalistic curriculum model  “to enhance the young child’s environmental control, participation, and interaction in natural experiences consistent with the cultural values and expectations of the family” (p. 82, Noonan & McCormick, 2006) 9/11/2014ECSE 602 Dr. Y. Xu23

Naturalistic Model Content of instruction  Age-appropriate skills  Individualized  Skills for participating in present and future environments Context for instruction  Natural experiences  Family involvement  Community-based 9/11/2014ECSE 602 Dr. Y. Xu24

Naturalistic Model Instructional methods  Minimally intrusive  Functional  Sensitive  Interactive Cultural relevance  Psychocultural  Sociocultural  Heterogeneous Evaluation methods  Generalization  Naturalistic conditions  Ecological assessment 9/11/2014ECSE 602 Dr. Y. Xu25

9/11/2014ECSE 602 Dr. Y. Xu26 Naturalistic Model—Ecological Perspective Child and family Community and School Society

Naturalistic Model Implementing a naturalistic curriculum  Conduct child-centered planning  Conduct ecological assessment  Develop instructional objectives  Develop instructional plans  Prepare an instructional schedule  Implement instruction  Monitor progress 9/11/2014ECSE 602 Dr. Y. Xu27

Curriculum Modification Curriculum modification  A change of the ongoing classroom activity or materials Purpose  To facilitate or maximize a child’s participation in planned activities and routines 9/11/2014ECSE 602 Dr. Y. Xu28

Curriculum Modification Types of curriculum modifications  Environmental support  Materials adaptation  Activity simplification  Child preferences  Special equipment  Adult support  Peer support  Invisible support (Sandall & Schwartz, 2008, p. 54) 9/11/2014ECSE 602 Dr. Y. Xu29

Curriculum Modification Structural supports  Techniques that are developmentally appropriate used to help children learn appropriate classroom and social behaviors Ways to structure the environment for success  Provide a balance between child-directed and adult- directed activities;  Design a variety of areas in the classroom that are easily viewed and have boundaries;  Make sure materials are organized and in good working order;  Offer activities that provide many ways for children to respond. 9/11/2014ECSE 602 Dr. Y. Xu30

Curriculum Modification Ways to structure activities for success  Support participation;  Have high expectations;  Be consistent;  Give good, clear directions;  When children are participating, provide feedback on their performance and efforts. 9/11/2014ECSE 602 Dr. Y. Xu31

Curriculum Modification Ways to structure transitions for success  Teach children your expectations for their behavior during transitions;  Use pictures or other salient cues;  Begin the activity when a few children are ready;  When in doubt, teach the routine. 9/11/2014ECSE 602 Dr. Y. Xu32