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SPED 537 ECSE Methods/Multiple Disabilities Ch. 10

SPED 537 ECSE Methods/Multiple Disabilities Ch. 10. February 27-28, 2006 Deborah Chen, Ph.D. California State University, Northridge. Use of Ecological Inventory. Typical activities Steps in activity Skills required What child does Basis of difference Supports and adaptations.

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SPED 537 ECSE Methods/Multiple Disabilities Ch. 10

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  1. SPED 537 ECSE Methods/Multiple DisabilitiesCh. 10 February 27-28, 2006 Deborah Chen, Ph.D. California State University, Northridge

  2. Use of Ecological Inventory • Typical activities • Steps in activity • Skills required • What child does • Basis of difference • Supports and adaptations

  3. Typical Preschool Schedule • Arrival and free play • Circle time (calendar, songs) • Centers (art, house, blocks, cooking) • Bathroom • Snack • Outside play • Story time • Closing circle

  4. Environmental Analysis • Accessible • Fit child’s learning style • Predictable • Responsive • Social interaction • Supports active participation • Meaningful

  5. Environmental Adaptations • To support use of vision • To encourage tactile exploration • To encourage listening skills • To promote movement and exploration • To support social interaction with peers

  6. Instructional Adaptations • Specific directions and descriptive language • Meaningful language based on experience • Alternative communication methods • Positioning of child, peers, adults

  7. Adaptations for Participation • Partial participation • Activity adaptations • Skill adaptations • Personal assistance • Types of responses (how, when)

  8. Adaptations to Materials • Easy to see • Easy to handle and manipulate • Real objects • Tactile alternatives for visual activities • Visual and tactile adaptations to auditory activities • Adaptive equipment and technology

  9. Critical Activities • Child preferences • Family priorities • Occurs frequently • Accessible • Purpose • Age appropriateness • Developmentally appropriate

  10. Guiding Principles • Easy-----------------------------Difficult • Preferred-----------------------Disliked • Familiar-------------------------Unfamiliar • Concrete------------------------Abstract

  11. Intervention Strategy 1. Identify critical features of activity 2. Direct child’s attention 3. Reduce distractions 4. Reinforce attention 5. Support child’s participation

  12. Making Choices: Considerations • When will choices be offered? • Who will offer choices? • How will choices be offered? • How will the child indicate choice? • How will prompts be used? • What happens when child makes a choice?

  13. Making Choices: Instructional Sequence • One object • High preference or meaningless foil • Two objects (one preferred and the other disliked) • Two objects of equal preference • Three objects

  14. Prompt Hierarchy • Natural cue • Verbal cue • Auditory cue • Demonstration or tactile modeling • Visual or tactile prompt • Physical prompt • Physical guidance

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