1. Project DIRECT: Defining Itinerant Roles for Early Childhood Teachers William McInerney & Laurie Dinnebeil University of Toledo

2. What is the Least Restrictive Environment? To the maximum extent appropriate, children with disabilities are educated with typical peers. Separate schooling only when nature and severity of disability prevents satisfactory education in regular education (with use of supplementary aids and services).

3. LRE for Preschool Natural environment includes child's home, or other ECE community-based programs in which children without disabilities participate.

4. Trends in Enrollment in Itinerant ECSE Services in Alabama  As of Fall 2007, there were 7,111 preschoolers in Alabama who received Part B services (www.ideadata.org) Time Spent in Regular ECE Programs % of Time 80%>40-79%<40% % of Children 76%5%6%

5. Importance of Itinerant ECSE Service Delivery  As increasing numbers of students are served in inclusive settings such as childcare centers, families’ homes, Head Start centers, and nursery schools, it becomes imperative to define effective itinerant practices.  Effective itinerant ECSE practices support inclusion—a principle that is highly valued by the field.

6. Purpose of Itinerant Service Delivery  Supports inclusion in community-based early childhood settings or other natural environments. Inclusion is highly valued within the ECSE community. DEC’s Position Statement on Inclusion DEC’s Position Statement on Inclusion  Inclusion represents a strong LRE (Least Restrictive Environment) option preferred by the U.S. Department of Education and the Office of Special Education Programs.

7. Itinerant Service Delivery: Direct or Consultative (Indirect)?  Consultative Assist educators and primary caregivers to provide specialized instruction and plan ways to address IEP goals within the course of the child’s typical day and routine activities.  Direct Tutor the child focused on IEP goals within the context of ongoing activities or outside of the child’s typical day. IEP- based instruction is limited to the itinerant’s visit.

8. Background on Indirect/Consultative Services  Leading ECSE researchers have recommended an indirect approach to service delivery.  This model is one of the Recommended Practices acknowledged by DEC, ECSE’s leading professional organization (McWilliam, 2005).

9. Assumptions of an Itinerant ECSE Service Delivery Approach  For inclusion to be successful, Wolery (2003) suggests that: Learning environments should be of high quality Classroom staff need support to provide individualized instruction to children with disabilities To the degree that the environment does not meet these criteria, inclusion will not be successful.

10. Consultation and TRIADIC Intervention  “[A]n indirect, triadic service delivery model”  Indirect and triadic—the focus of the work is still on meeting the needs of the child. However, the person who directly addresses those needs is the partner teacher or parent, not the itinerant

11. The TRIADIC Model The triadic service delivery model is an INDIRECT intervention model in which a consultant (the Itinerant ECSE teacher) supports children’s development by working primarily with a consultee (ECE teacher partner or parent) rather than directly with the child. Itinerant ECSE Teacher Child ECE teacher or Parent

12. The TRIADIC Model continued… The intent of TRIADIC intervention is to support the child’s development by improving the knowledge and skills of the ECE partner teacher or parent (consultee). By doing so, the ECE partner teacher or parent, who usually spends more time with the child, will be more intentional and effective in her interactions with the child.

13. The TRIADIC Model continued… The ultimate effect of TRIADIC intervention is that the child’s development is accelerated as a result of more frequent intervention (because the ECE partner teacher has greater opportunities to interact with or teach the child)…

14. The TRIADIC Model continued… Also….in addition to helping the ECE partner teacher or parent increase the frequency of instruction, the QUALITY of her instruction is enhanced since the consultant has helped her learn new information and skills through the consultation process.

15. Definition of Consultation Through a series of meetings and conversations, the consultant [itinerant ECSE teacher] helps the consultee [ECE teacher or primary caregiver] through systematic problem solving, appropriate use of social influence, and professional support. In turn, the consultee helps the client(s) [child/children] with full support and assistance from the consultant.

16. Definition continued… The purpose of consultation is to address the immediate concern or goal as well as to prevent similar problems from occurring in the future (Buysse & Wesley, 2005).

17. Key Factors in the Consultation Model  It is essential that both Itinerant ECSE teachers, their partners and their supervisors (including the ECE supervisor or administrator) agree on the intended outcome of the consultation process  The overall goal of consultation is to implement the child’s IEP by enhancing the skills of the ECE partner teacher or the child’s parent.

18. Research Base for Consultation in Itinerant ECSE Services Empirical evidence is related to the use of behavioral consultation in the fields of EI/ECSE. Effectiveness of consultation, however, is well established in the fields of special education and school psychology (Gresham & Kendell, 1987; Noell, Witt, Gilbertson, Ranier, & Freeland, 1997; Sheridan, Welch, & Orme, 1996)

19. Consultation Supports Other Evidence-Based Practices Consultation, as a service delivery model, is supported by several other principles of special education instruction that are relevant to early childhood special education, including:  Stages of Learning  Distributed vs. Massed Practice  Embedded Learning Opportunities  Naturalistic Intervention

20. Coaching vs. Consultation (Dinnebeil, Buysse, Rush, & Eggbeer, 2008) Coaching: Interactive process of reflection and feedback designed to help a person refine existing practices or develop new skills. (More proximal outcomes) Consultation Indirect, triadic service delivery model in which a two people work together towards a common goal or outcome. (More distal outcomes)

21. Components of Effective IECSE Consultation Service Model Monitoring of Child Progress Analysis of Learning Environment Feedback/Partner Progress Prioritizing Child IEP Objectives Transfer of Knowledge, Skills, Attitudes & Values Administrative Support Interpersonal Communication Skills Communication with Families Self-Advocacy & Professional Development

22. Roles of Consultant Adapted from Lippett & Lippett (1986)  Observer/‘ Reflector’ raises issues for partner reflection. ‘What if………’  Fact Finder gathers child ‘data’ and intervention support  Problem Solving Partner offers alternatives and participates in decisions  Trainer/Educator ‘teaches’ partner specific SPED strategies  Expert recommends partner practice options or strategies  Advocate (child and partner) ‘lobbies’ for supports for child and partner

23. Key Factors in the Consultation Model  It is essential that both consultants and consultees (or partner) agree on the intended outcome of the consultation process  The overall goal of consultation is to implement the child’s IEP through enhancement of the skills of the consultee (or partner)

24. Critical Components of Consultation The following are 3 interrelated components of consultation (Buysse & Wesley, 2005) A. Problem-Solving B. Professional Support C. Social Influence

25. Consultation Objectives and Outcomes  Assist partner in acquiring a new skill Use of systematic prompting  Introduce new resource Use of PECS system  Adapt materials Use of microswitch to activate spin art  Modify environment Relocate literacy area to decrease auditory distraction  Reframe perspective of partner Explain implications of ADHD re: child compliance  Modify routines or schedules Children required to ‘plan’ prior to choice of activity Adapted for Hanft and Place (1996)

26. 8-Stage process within CONSULTATION (Buysse & Wesley, 2005) 1: Gaining Entry 2: Building the Relationship 3: Gathering Information 4: Setting Goals 5: Selecting Strategies 6: Implementing the Plan 7: Evaluating the Plan 8: The Summary Conference

27. CA Phase 1 Progression of Consultation Partnership CAIntro Phase 2 CAIntroRBCf Phase 3 CAIntroRBCf Phase 4 CAIntroRBCfPtn Phase 5

28. Strategic Objectives - Stages of Consultation  Stage 1 - Gaining Entry Factors that Itinerant ECSE may need to address to decrease partner apprehension re: objective of partnership and potential for unequal partnership Affect of possible unequal levels of formal education on partnership Perception of inferiority re: SPED skills Intrusion of another professional into environment Trustworthiness of Itinerant ECSE Concern that child outcomes may become their sole responsibility

29. Stage 1 cont’d… Itinerant ECSE Professional must acknowledge and address their own… Anxiety Personal values Professional values Expertise in ECSE Expectation for success in Itinerant ECSE consultation role

30. Stage 2 – Building the Relationship Shape the Basis for Consultation Relationship Develop awareness of personal and professional perspective of partner. What is ‘in it’ for her in this partnership? What is ‘in it’ for IECSE teacher? Establish priorities of partner for development of target child and other children (e.g. classroom, childcare or home) Understand that an effective partnership is developed through trust, support and mutual respect and meeting expectations of partner for support Resist the ‘Quick Fix’ role - Consultant as discrete ‘problem solver’

31. Determining Partner Concerns and Goals for Child: Sample Interview ?s What do you hope _______ will learn to do next? What is important for me to know about ______ ? How does _________ compare to his peers in the various areas of development? In what ways is _________ different from the other children in the classroom? What do you think _______’s parent(s) expect for him? Skills he will learn? Next educational environment?

32. Stage 3 - Gathering Information  Establish experience of partner with consultation: ‘Have you ever worked with a consulting teacher, speech therapist, etc.?’ ‘What were some of the positive outcomes for you? ‘What were some of the positive outcomes for your child? ‘What do you feel are the most important aspects of early childhood development?’ ‘What are your thoughts about inclusion of young children with special needs in preschool?’

33. Stage 3 - Gathering Information cont’d…  Establish knowledge base of partner re: early childhood education/SPED ‘How have you come to learn about early childhood development?’  Establish related ‘professional’ experience of partner re: early childhood education/ECSE ‘How many years have you been involved in ECE?’ ‘What are some of the experiences you have had in ECE programs?’

34. Stage 4 - Setting Goals Itinerant ECSE teacher and partner agree on: A) Priority learning objectives for child B) Priority professional / personal (parent) development objectives

35. Stage 5 - Selecting Strategies Itinerant ECSE teacher and partner agree on methods that will be adopted to address: A) Priority learning objectives for child B) Priority professional / personal (parent) development objectives Print, video or web-based information materials Demonstration of techniques by Itinerant ECSE

36. Stage 6 - Implementing the Plan Itinerant ECSE teacher and partner agree to address priority learning objectives of child (see Stage 4) via: Analysis of learning opportunities in daily routines (school or home) Development of Intervention Planning Matrix linking priority learning objectives with opportunities

37. Stage 6 - Implementing the Plan cont’d… Itinerant ECSE teacher and partner agree to implement systematic instruction via: 1. Embedded learning 2. Incidental instruction 3. Direct instruction (e,g, applied behavior analysis, hierarchy of prompting/ system of least prompts, time delay)

38. Stage 6 - Implementing the Plan cont’d… Itinerant ECSE teacher and partner agree to address professional development objectives (established in Stage 4) of partner: Partner accesses resources to improve knowledge Partner accesses resources and/or practices newly acquired or refined skills

39. Stage 7 - Evaluating the Plan Itinerant ECSE teacher and partner agree to evaluate plan for implementation of child-focused intervention via: Periodic observation of systematic instruction (IECSE teacher as observer). There is evidence that priority IEP objectives are addressed on a daily basis by partner Improvement in priority IEP-focused skills or behaviors of child are observed by IECSE

40. Stage 7 - Evaluating the Plan cont’d… Itinerant ECSE teacher and partner agree to evaluate plan for professional development objectives (established in Stage 4) of partner: Partner describes effect of acquired information on understanding of disability condition (s), planning skills and/or teaching skills Partner demonstrates acquisition of skills or refinement of skills during observation of Itinerant ECSE teacher

41. Stage 8 - Summary Conference Itinerant ECSE teacher and partner review and evaluate: Effectiveness of intervention plan in meeting IEP outcomes for child Effectiveness of coaching in supporting partner to access relevant developmental or disability- related information Effectiveness of coaching in supporting partner in addressing priority IEP objectives in daily routines and activities (home or classroom)

42. Stage 8 - Summary Conference cont’d… Itinerant ECSE teacher and partner review and evaluate: Effectiveness of coaching in supporting partner in acquiring targeted intervention / teaching skills Effectiveness of coaching in supporting partner in refining targeted intervention / teaching skills

43. Outcomes of Consultation  Improved comfort level of consultee Consultee may feel less isolated and in greater control of situation after working with consultant

44. Outcomes of Consultation continued…  Increased skills or knowledge of consultee Consultee has a “bigger tool box” to use when dealing with challenging situations. Consultee understands function of child’s challenging behavior and changes the way she interacts with the child Consultee is able to provide IEP-based instruction BETWEEN itinerant visits. Consultee can better engage in problem-solving to address difficult issues

45. Outcomes continued  Children’s development is enhanced: Children are better able to participate in routine activities throughout the day. Children’s interactions with others (adults and peers) are improved. Children have the consistent support they need to access the general curriculum

46. Outcomes of Consultation continued…  Changes in child’s environment The child’s classroom is rearranged to promote active exploration and interaction Materials and expectations may be modified in accord with children’s skills

47. Outcomes of Consultation continued…  Improvements in service delivery systems The child’s Speech Pathology schedule is modified so the child can be observed by the SLP in an informal, play-based activity to determine response to peer communication attempts

48. Factors that Influence the Effectiveness of the Consultation Process  Time Demands (e.g. caseload, travel, planning time) Create released time (volunteer relief, university students, subs) Schedule meetings Establish consultation logs / information exchange (e.g. listserv)  Administrative Support Letters of Introduction ‘Contract’  Partner’s Expectations for ‘Consultation’ Ask….  Partner’s Understanding and Expectation re: Consultation Identify and determine (e.g Self-Assessment tool...)

49. Top 10 List…Indicators of ECE Partner Satisfaction with Consultation Characteristics of Effective Consultants 10. Good Communicator 9. Understands the System 8. Trustworthy 7. Confident 6. Effective in Establishing Rapport

50. Top 10 List…Indicators of ECE Partner Satisfaction with Consultation Characteristics of Effective Consultants 5. Approachable 4. Knowledgeable 3. Demonstrates Respect for ECE Partner 2. Maintains Confidentiality 1. Practices in an Ethical Manner nKnoff, McKenna and Riser (1991)

51. Factors in Intervention Planning - Itinerant ECSE Consultation Model Quality of LRE placement Establishing priority of IEP objectives (use of MEPI Analysis Model) Determination of parent perception of relative importance of each of their child’s IEP objectives Familiarity with rhythms and routines of ECE or home environment

52. 1. Consideration of child’s current skill levels 2. Expected effect of maturation on skill development 3. Outcomes associated with inclusion in community settings, including prior expectations/interactions 4. Match of developmental needs of child with opportunities that exist in ECE setting or home environment Element I Rationale for Services in LRE: A Proactive Decision Model

53. 5. Expectation that staff resources, administrative support and quality of ECE environment will support child development 6. The IEP team should consider whether an inclusive placement option (e.g. community setting) is appropriate if child has developmental delays that will require consistent and direct instruction Rationale for Services in LRE cont’d…

54. 1. Some skills may require direct and consistent intervention by partner 2. Effects of maturation and peer interactions should be considered 3. Some skills may be preferred by parent and / or ECE partner vs. other skills 4. Some skills or behaviors may be ‘essential’ to success in the ‘Next Environment’ 5. Some skills or behaviors may develop as a result of peer acceptance and interaction 6. Some skills or behaviors may be acquired via incidental teaching Element II Prioritizing of IEP Objectives

55. Realities: Prioritization of IEP Objectives  When there are multiple children with IEPs in the classroom, ECE partner will not be able to address all objectives thru consistent and direct instruction  Most children have some IEP objectives that can be addressed appropriately without consistent and direct instruction  The LRE environment should be expected to support development of IEP objectives

56. MEPI Model: Establishing Level of Intensity of Intervention - IEP Objectives  Primary mode of ‘intervention’ is determined for each IEP Objective (M, E, P or I)  ECE partner understands their responsibility in addressing IEP objectives  Parents understand their responsibility in addressing IEP objectives

57. Element III Intervention Planning 1. Identify opportunities within SPECIFIC daily routines to address PRIORTY IEP objectives 2. Identify daily opportunities for INCIDENTAL teaching that will address IEP objectives (Matrix Planning)

58. Intervention Planning  Embedding Opportunities in Daily Routines Examples include……… Shape identification in setting snack table (e.g plates) Seriation (relative ordering of objects by characteristic) in lining up for gym by height (3-5 children) Asking for items that are placed out of reach Pouring liquids during water play, snack, watering plants Selecting items by color in providing paint to peers Fastening smocks in art area (zippers, buttons, clasps)

59. Analysis of ECE Learning Environment  Objective: Itinerant ECSE teacher and partner identify multiple opportunities within daily routines where IEP objectives (M, E or P level) can be addressed in typical activities expected of all children (see previous examples) in classroom or home environment

60. Analysis of ECE Learning Environment cont ’ d … 1. Itinerant ECSE and ECE partner review activity plans and schedules 2. Itinerant ECSE and ECE partner identify recurring routines within activity plans and schedules 3. Itinerant ECSE and ECE partner discuss naturally occurring learning opportunities within daily activities

61. Planning for Intervention: 8 Key Activities 1. IEP objectives are prioritized via MEPI analysis 2. Opportunities for incidental teaching within the typical daily routines and in developmentally appropriate activities are identified 3. INCIDENTAL teaching strategies to be used within routines are identified 4. Opportunities for direct instruction are identified

62. Planning for Intervention: 8 Key Activities cont ’ d … 5. Appropriate DIRECT instruction strategies are identified 6. IEP Objective x Routine x Intervention MATRIX is developed 7. Identify appropriate schedules for MONITORING of child progress 8. Identify efficient ‘tools’ to monitor child’s progress

63. Activity-Based Intervention Matrix adapted from Grisham-Brown and Hemmeter, 1998

64. Activity-Based Intervention Matrix A DAILY SCHEDULE OF ACTIVITIES IEP Objective #1:Making Choices (Level E, P) Center TimeBlock center or housekeeping? Classroom ChoresWater plants or feed fish? Snack/Cooking ActivityPudding or milkshakes? Small Group-ArtWhich art materials to use? Going to Park with ParentsSlide or swing? # Opportunities: 5 adapted from Grisham-Brown and Hemmeter, 1998

65. Activity-Based Intervention Matrix B HOME - SCHEDULEIEP Objective #1:Making Choices (Level E, P) BreakfastBlock center or housekeeping? Laundry w MomWater plants or feed fish? Lunchtime PreparationPudding or milkshakes? Reading TimeWhich art materials to use? Playing with my BrotherSlide or swing? # Opportunities: 5 adapted from Grisham-Brown and Hemmeter, 1998

66. Planning for Intervention: Specific Teaching Strategies  Three primary modes of instruction: 1. DIRECT instruction 2. INCIDENTAL instruction 3. PEER-MEDIATED instruction

67. Direct Instruction Strategies  Coaching by Itinerant ECSE Teacher  Fundamentals of ‘Special Education’ strategies: Hierarchy of Prompting/ Least Prompts Task Analysis - Forward or Backward chaining Rewarding Appropriate Behavior Shaping and Successive Approximation Ignoring and Extinction procedures Rewarding Incompatible or Alternative behaviors ‘If, then’ contingencies / Premack Principle Time Delay / Progressive Time Delay

68. Incidental Instruction  Opportunities for learning across the environment and across classroom or home routines  Opportunities to provide direct or indirect instruction  Opportunities for instruction to meet needs of children with significant developmental needs

69. Incidental Teaching Strategies - Sample Strategies  Insufficient Materials  Inadequate Portions  Limiting Access  Unexpected Events  Offering Choices Incidental Teaching strategies and rationale for their use, including video clips, are available @ SPIES WebsiteSPIES Website

70. Peer Mediated Intervention Typical peers can serve as important contributors to the development of their peers with developmental disabilities however their engagement must be the result of carefully planned interactions with their peers who have developmental disabilities

71. Peer Mediated Intervention - Sample Strategies There are a number of established peer- mediation strategies, including: Peer affection games - simple child games and songs are modified to require social interaction of children with SPED needs and typical peers (e.g. Duck-Duck-Goose, “ If you are happy and you know it, shake _______ ’ s hand ”, “ Button, button, who has the button? ”, etc.) Grouping of peers per recommendations related to enhancing imitation learning

72. A Hierarchical Planning Model for Consultation Step 1- What does student need to learn Review IEP objectives Step 2 - What environmental modifications will facilitate acquisition of skills/behaviors? Conduct observation of learning environment Complete Activity x IEP Objective Matrix Step 3 - Which learning strategies will facilitate acquisition of these skills/behaviors? Identify appropriate indirect/incidental and direct instruction options

73. Step 4 - Which consultation strategies will be effective in transferring knowledge to partner? Identify ‘partner-friendly’ consultation strategies / interpersonal communication Step 5 - Which consultation strategies will be effective in transferring skills to partner? Identify ‘partner-friendly’ consultation strategies / interpersonal communication Step 6 - How will efficacy of consultation be determined? Strategies to monitor child progress Strategies to monitor partner relationship A Hierarchical Planning Model for Consultation cont’d…

74. What is Progress Monitoring? Progress monitoring is a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction. (National Center on Student Progress Monitoring, 2008)

75. Principles for Progress Monitoring Tracking or monitoring children’s progress towards achieving IEP goals and objectives means that data is collected: at regular intervals over time during activities and routines when one would expect the child to use the skill or exhibit the behavior

76. Dilemma of the Day! How can progress monitoring occur when a child is served by an itinerant ECSE teacher who only visits the classroom or home once a week for about an hour?

77. Sharing Responsibility In order to effectively monitor children’s progress towards meeting IEP objectives, it’s essential for adults who are with children on a regular basis help to collect data.

78. Sharing Responsibility Create “buy-in” by general education partner Make sure that data collection methods are effective but realistic Make sure that data collection is reliable (practice together to train each other) Troubleshoot challenges to data collection