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Embedding Intervention - A Team Approach

Embedding Intervention - A Team Approach. Vivian James , DPI Exceptional Children’s Preschool Coordinator, Office of Early Learning Sandy Steele , Partnerships for Inclusion, FPG-CDI, UNC-CH Lauren Holahan , Occupational Therapy DPI Consultant , UNC-CH

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Embedding Intervention - A Team Approach

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  1. Embedding Intervention - A Team Approach • Vivian James,DPI Exceptional Children’s PreschoolCoordinator, Office of Early Learning • Sandy Steele,Partnerships for Inclusion, FPG-CDI, UNC-CH • Lauren Holahan, Occupational Therapy DPI Consultant , UNC-CH • Laurie Ray, Physical Therapy DPI Consultant, UNC-CH • Perry Flynn, Speech-Language Pathology DPI Consultant, UNC-G

  2. Purpose • Overview of a training module for teams of Speech Language Pathologists, Occupational and Physical Therapists, and Itinerant Preschool Exceptional Children Teachers. • Introductory Level, 5 hour course

  3. Objectives of Training Module • Review models of service delivery • Learn the what and why of embedding intervention for specialists and teachers 2004, www.zerotothree.org

  4. Objectives, continued Objectives (continued) • Acquire knowledge and skills needed to implement embedded instruction • Practice method of embedding goals into the activities and routines of the classroom • Discuss different data collection systems and possible challenges • Examine strategies to embed intervention into classroom activities and routines

  5. Relationship between Early Learning Standards, Curricula, and the IEP Specialized Instruction IEP Targeted Curricula (e.g., CSEFEL, Early Literacy) Differentiated Curriculum & On-Going Assessment Universal North Carolina Early Learning Standards: and Infant Toddler Standards Adapted from McClean, 2008

  6. What We Know to be True About Very Young Children • A young child’s performance can be affected by his/her emotional state and the conditions of the environment. • Young childrenperform best when they are interested in what theyare doing. • Early development is rapid, episodic and highly influenced by experience. • A child’s lack of experience doing a task does not mean that the underlying ability is delayed.

  7. Continuum of Service Delivery Models Continuum of Service Delivery Models • Individual pull-out • Small group pull-out • One-on-one in classroom • Group activity in classroom • Individual during classroom routines • Consultation Adapted from Continuum of Six Consultative Models, R.A. McWilliam, 1995

  8. Child: Quran, Age 4, Autism Interventionist: Speech-language Routine: free play Goals: shared attention, turn-taking, making choices Method: individualized within routines What it looks like - Video Clip 1

  9. What is Embedded Intervention? “Embedded interventions are teaching strategies that address a specific learning goal within the context of everyday activities, routines, and transitions at home, at school, or in the community. Terms such as routines-based interventions, embedded instruction, or embedded learning are used to mean the same thing.” CONNECT – 2009 http://community.fpg.unc.edu/

  10. assumes collaborative planning occurs within daily routines uses childhood activity as instructional and therapeutic media works within dynamic system of child, activity, and/or environment - Adapted from Frank Porter Graham Child Care Staff & Dr. Robin McWilliam, 2005 DEFINITION: Embedded Intervention Basic Principles of Embedded Intervention

  11. Why embed intervention into natural routines & activities? • Laws • Research • Benefits • Families/Caregivers

  12. Becoming an Embedded Practitioner • Team approach • Transdisciplinary approach • Intentionally demonstrate to staff • Adopt flexible scheduling practices • Collaborative consultant

  13. What it looks like… Video Clip 3 Child: Perl, age 4, Cerebral Palsy Interventionist: Special Education Routine: Free play Goals: Social interaction, communication with peers Method: Individualized within routines

  14. Embedding Individual Goals into Classroom Routines & Activities

  15. Embedding Goals into Daily Routines & Activities • Team approach • Understanding of the relationship between childhood standards, curricula, & IEP/IFSP • IEP?IFSP with functional goals • Daily schedule including planned activities • Knowledge of child’s preferences, interests, & motivators

  16. Assistance Change in Expectations Delay Forgetfulness Novelty Piece by Piece Visible but Unreachable Responsive Teaching Pretti-Frontczak & Bricker, 2004 Wesley, Dennis, & Tyndall, 2007 Intervention Strategies

  17. Guidance for Data Collection System • Procedures are linked to criterion • Procedures are flexible & applicable across settings, events, & people • Procedures yield valid & reliable data • Responsibility is shared by team • Procedures are compatible with resources Pretti-Frontczak & Bricker, 2004

  18. Classroom Data Collection Scoring System 1 – Child completes goal independently 2 – Child requires a verbal prompt 3 – Child requires a verbal & physical prompt 4 – Child requires a verbal & physical assistance

  19. Embedded InterventionEXAMPLES

  20. Embedded InterventionSystem

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