1. The Power of Play in an Early Childhood RtI Model Lori Zito & Kristy Feden Papillion La Vista Schools Lisa Kelly-Vance & Brigette Ryalls University of Nebraska Omaha

2. 2/9/2014Free template from www.brainybetty.com 2 Session Goals Provide general information about play assessment and intervention Discuss applications of play assessment and intervention Present data and future applications Invite participation

3. Who are we? Collaboration among… –District school psychologists –District administrators –University researchers/trainers School psychology Developmental psychology –Graduate students –Head Start –Early childhood teachers –Families 2/9/2014Free template from www.brainybetty.com 3

4. Purpose of Collaboration Provide appropriate assessments and interventions Collect data on programs Use data to make decisions at various levels: child, classroom, program Ultimate goal is to provide the best services to children and their families 2/9/2014Free template from www.brainybetty.com 4

5. Description of Classrooms Head Start –18-19 children per classroom –2 adults –Children must meet eligibility criteria (low SES) –10% of Head Start children have a verified disability in accordance with NDE criteria 2/9/2014Free template from www.brainybetty.com 5

6. Description of Classrooms, cont. School District Classrooms –Preschool classrooms in several elementary schools –Average 12 children per classroom –3 adults in classroom –Children either have a verified disability in accordance with NDE verification criteria or they meet at risk criteria (e.g. premature birth, low SES, English as a second language, medical) 2/9/2014Free template from www.brainybetty.com 6

7. Linking Research to Current Initiatives Several initiatives in field of early childhood are relevant to work we are doing with play/RtI Essential Elements Primary initiative stems from IDEA 2007 –Required Monitoring System 2/9/2014Free template from www.brainybetty.com 7

8. Early Childhood Outcomes Early Childhood Outcomes Center (ECO) was funded in 2003 by OSEP: –positive social-emotional skills –acquisition and use of knowledge and skills –use of appropriate behaviors to meet their needs. 2/9/2014Free template from www.brainybetty.com 8

9. Connecting OSEP Requirements with Current Research Early Childhood programs across the country have a wealth of data at their fingertips Emphasis is on progress monitoringpractice that is embedded in RtI Playthe perfect context within which to monitor progress of young children 2/9/2014Free template from www.brainybetty.com 9

10. Structuring Environments Elemental factor for meeting the needs of students is effective core instruction Current school district uses peer- mediated social skills curriculum to create an environment conducive to learning 2/9/2014Free template from www.brainybetty.com 10

11. Peer Mediated Social Skills Curriculum and Strategies Direct Teaching of 5 Main Social Skills to All Students –Practice Generalize those Skills Increase # of Appropriate Social Interactions per Day Teach Peers to Prompt Classmates 2/9/2014Free template from www.brainybetty.com 11

12. 5 Main Skills Taught: 1.Getting Friends Attention 2.Sharing Toys 3.Sharing Request (ask), 4.Give play Idea 5.Give Compliment 2/9/2014Free template from www.brainybetty.com 12

13. Play Assessment & Intervention Procedures Phase I –Observation of play –Screen for childrens needs Phase II –Individual or Small group interventions –Regular progress monitoring Phase III –Individual interventions –Long term –Frequent progress monitoring 2/9/2014Free template from www.brainybetty.com 13

14. Why Play Works It is appealing and fun for adults and children. Teachers and parents understand play. It is conducted in childrens natural context. It elicits childrens optimal expression of skills. It leads directly to interventions. It can be used to monitor progress. 2/9/2014Free template from www.brainybetty.com 14

15. Play Assessment Phase I,I&III An observation of childs skills in the context of play Can be used to screen and monitor progress An alternative to standardized tests A system that results in a description of childs competencies and areas of need 2/9/2014Free template from www.brainybetty.com 15

16. Play in Early Childhood Scale (PIECES) Core subdomains –Exploratory play –Simple Pretend play –Complex Pretend play Supplemental subdomains –Problem-solving and planning skills –Discrimination/Classification skills –Drawing skills –Quantification skills –Sequencing abilities Social, behavior, communication 2/9/2014Free template from www.brainybetty.com 16

17. Play Assessment Procedures Observer watches the child play for approximately 30 minutes and documents what the child does Childs play is compared to the coding guidelines (PIECES) During the observation, teachers are allowed to praise the child and imitate the childs behavior but are not allowed to initiate or suggest play 2/9/2014Free template from www.brainybetty.com 17

18. Results of Play Assessment Competencies – Student observed an age appropriate skill in the play subdomain. Reported skills –Teacher reported an age appropriate skill in the play subdomain but the skills wasnt observed Emerging skills –Skill was observed rarely or only with facilitation Areas of need –Skill was not observed or reported 2/9/2014Free template from www.brainybetty.com 18

19. Baseline/Screening District Data Phase I –Mean AEPS by domain –Mean PIECES Will follow-up with identified students in Phase II and Phase III 2/9/2014Free template from www.brainybetty.com 19

20. Intervention Strategies –Directly teach play skills Model Add on Practice Praise and encourage –Teach social skills through play –Utilize social stories 2/9/2014Free template from www.brainybetty.com 20

21. Interventions 6 weeks or fewer of intervention Types of interventions –Directly taught play skills Model Add on Practice Praise and encourage –Taught social skills through play –Social stories Results –2/3 of students showed progress –1/3 varied between staying the same and improving 2/9/2014Free template from www.brainybetty.com 21

22. Preliminary Findings PIECES-students are ranked as expected by verification (DD, SLI, MH, AU, OHI) A-ha Moments –Program/Classroom Evaluation Providing opportunities to expand play Accommodations –Continue progress monitoring using a sensitive tool 2/9/2014Free template from www.brainybetty.com 22

23. Future Applications Program evaluation of peer mediated classrooms Child Find in the community PIECES as a tool in eligibility determination 2/9/2014Free template from www.brainybetty.com 23

24. Interested in Learning more? Visit us at: http://www.unomaha.edu/schoolps ych/playresources.php http://www.unomaha.edu/schoolps ych/playresources.php 2/9/2014Free template from www.brainybetty.com 24