Curriculum Framework for Early Intervention Activities and Instruction

Curriculum Framework in Early Intervention:

III: ACTIVITIES AND INSTRUCTION Michelle Gatmaitan September 1, 2010 Curriculum Framework in Early Intervention

“Early Intervention” as defined in this presentation series refers to…:

“Early Intervention” as defined in this presentation series refers to… IDEA Part C services for families of infants and toddlers with developmental delays or disabilities Home visiting services e.g. Early Head Start Family and infant/toddler program models e.g. Parents as Teachers, Responsive Teaching, Creative Curriculum, PLAI (Promoting Learning through Active Interaction), etc Infant/toddler early care and education e.g. child care centers – classroom or home-based programs Accessing the General Curriculum 9/1/10 2

How do we define Activities and Instruction?:

How do we define Activities and Instruction? Refers to “how” to teach Direction regarding the use of daily activities, materials, the environment, and intervention strategies …. to organize and plan teaching (Grisham-Brown, Hemmeter, & Pretti-Frontczak, 2005, p. 21) Accessing the General Curriculum 9/1/10 3

What makes Activities and Instruction different for infants/toddlers and their families?:

What makes Activities and Instruction different for infants/toddlers and their families? Activities & Instruction Accessing the General Curriculum 9/1/10 4

Best Practices in Activities and Instruction:

Best Practices in Activities and Instruction Accessing the General Curriculum 9/1/10 5 Child-level component : Tiered Instruction

Best Practices in Activities and Instruction:

Best Practices in Activities and Instruction Child-level component NAEYC Developmentally Appropriate Practices (DAP) (Copple & Bredekamp, 2009) Activity-based intervention (Grisham-Brown, Hemmeter, & Pretti-Frontczak, 2005) Embedded instruction/embedded learning opportunities (Daugherty, Grisham-Brown, & Hemmeter, 2001; Grisham-Brown, Ridgley, & Pretti-Frontczak, 2006; Macy & Bricker, 2007; McBride & Schwartz, 2003; Noh, Allen & Squires, 2009) Accessing the General Curriculum 9/1/10 6

Best Practices in Activities and Instruction:

Best Practices in Activities and Instruction Child-level component Natural environments (Chai, Zhang, & Bisberg, 2006; Dunst & Bruder, 2002; Jung, McCormick, & Jolivette, 2004) Triadic interactions (Salisbury, Woods, & Copeland, 2009; Basu, Salisbury, & Thorkildsen, 2010) Accessing the General Curriculum 9/1/10 7

Best Practices in Activities and Instruction:

Best Practices in Activities and Instruction Family-level component Tiered models of family support Accessing the General Curriculum 9/1/10 8 Response to Support (McIntyre & Phaneuf , 2007) ( McWilliam , 2010)

Best Practices in Activities and Instruction:

Best Practices in Activities and Instruction Natural environments (Chai, Zhang, & Bisberg, 2006; Dunst & Bruder, 2002; Jung, McCormick, & Jolivette, 2004) Support-based home visiting (McWilliam, 2010 a ) Triadic interactions (Basu, Salisbury, & Thorkildsen, 2010, Peterson et al., 2007; Salisbury, Woods, & Copeland, 2009) Supporting caregiver-child interactions (Chen, Klein, & Haney, 2007; Klein & Chen, 2009) Collaborative consultation (Basu et al., 2010; McWilliam, 2010 b ; Salisbury et al., 2009) Accessing the General Curriculum 9/1/10 9

Best Practices in Activities and Instruction:

Best Practices in Activities and Instruction Family-level component (cont.) Routines-based intervention (Cripe & Venn, 1997; McWilliam, 2010 c ) Family-Guided Routines-Based Intervention: http://fgrbi.fsu.edu/ Caregiver-implemented intervention (Hemmeter & Kaiser, 1994; Kaiser & Hancock, 2003; Kaiser & Woods, 2010; Trivette et al., 2010; Woods, Kashinath, & Goldstein, 2004; Woods & Kashinath, 2007) Coaching (Hanft, Rush, & Shelden, 2004; Kaiser & Hancock, 2003; Klein & Chen, 2009; Peterson, Luze, Eshbaugh, Jeon, & Kantz, 2007; Zajicek-Farber, 2010) http://coachinginearlychildhood.org/index.php Accessing the General Curriculum 9/1/10 10

_x0002_Best Practices in Activities and Instruction:

Best Practices in Activities and Instruction Transdisciplinary teams (King et al., 2009; McGonigel & Garland, 1988; Woodruff & McGonigel, 1988) Primary Service Provider (PSP) model Accessing the General Curriculum 9/1/10 11

Putting it all together…:

Putting it all together… We work with the child in the context of the family. How can we incorporate both child-level components and family-level components in our implementation of activities and instruction? E.g. How can we use triadic interactions as a context for supporting the family to use embedded learning opportunities? How can we implement collaborative consultation to support an infant/toddler care provider in implementing developmentally appropriate practices and activity-based instruction? How can we implement the coaching strategy to provide tier 3 family support (performance-based feedback)? Accessing the General Curriculum 9/1/10 12

How do we evaluate our Activities and Instruction practices?:

How do we evaluate our Activities and Instruction practices? Are all activities and instruction accessible, authentic, functional, and meaningful to children and families? Can intervention be implemented by the primary caregiver, in the absence of the early interventionist or professional? Do the activities and instruction promote child learning and participation? Do the activities and instruction promote parent competence? Accessing the General Curriculum 9/1/10 13

Thoughts on Activities and Instruction in EI?:

Please add them to the wiki on Week 2. Thoughts on Activities and Instruction in EI?

References:

References Basu, S., Salisbury, C.L., & Thorkildsen, T.A. (2010). Measuring collaborative consultation practices in natural environments. Journal of Early Intervention, 32 (2), 127-150. Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs (Rev. ed.). Washington, DC: National Association for the Education of Young Children. Chai, A.Y., Zhang, C., & Bisberg, M. (2008). Rethinking natural environment practice: Implications from examining various interpretations and approaches. Early Childhood Education Journal, 34 (3), 203-208. Chen, D., Klein, D., & Haney, M. (2007). Promoting interactions with infants who have complex multiple disabilities: Development and field-testing of the PLAI curriculum. Infants and Young Children, 20 (2), 149-162. Cripe, J.W., & Venn, M. (1997). Family-guided routines for early intervention services. Young Exceptional Children, 1 (1), 18-26. Daugherty, S., Grisham-Brown, J., & Hemmeter, M.L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21 , 214-221. Dunst, C.J., & Bruder, M.B. (2002). Valued outcomes of service coordination, early intervention, and natural environments. Exceptional Children, 68 (3), 361-375. Accessing the General Curriculum 9/1/10 15

References:

References Grisham-Brown, J., Hemmeter, M.L., & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Brookes. Grisham-Brown, J., Ridgley, R., & Pretti-Frontczak, K. (2006). Promoting positive learning outcomes for young children in inclusive classrooms: A preliminary study of children’s progress toward pre-writing standards. Journal of Early and Intensive Behavior Intervention, 3 , 171-183. Grisham-Brown, J., Schuster, J.W., Hemmeter, M.L., & Collins, B.C. (2000). Use of an embedding strategy to teach preschoolers with significant disabilities. Journal of Behavioral Education, 10 (2), 139-162. Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children’s IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20 , 208-223. Jung, L.A., McCormick, K.M., & Jolivette, K. (2004). Early intervention in rural natural environments: Making the most of your time. Rural Special Education Quarterly, 23 (3), 30-35. Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children’s development. Infants and Young Children, 16 (1), 9-21. Accessing the General Curriculum 9/1/10 16

References:

References Kaiser, A., & Woods, J. (2010). KidTalk tactics project. [PDF document]. Conference on Research Innovations in Early Intervention, San Diego, CA. Retrieved May 03, 2010 from http://www.criei.org/presentations.php Keilty, B. (2008). Early intervention home-visiting principles in practice: a reflective approach. Young Exceptional Children , 11 (2), 29-40. King, G., Strachan, D., Tucker, M., Duwyn, B., Desserud, S., & Shillington, M. (2009). The application of a transdisciplinary model for early intervention services. Infants and Young Children, 22 (3), 211-223. Klein, M.D., & Chen, D. (2009, October). Responsive home-based interventions with families of infants with multiple disabilities. Paper presented at the conference of the Division for Early Childhood, Albuquerque, NM. Macy, M.G., & Bricker, D.D. (2007). Embedding individualized social goals into routine activities in inclusive early childhood classrooms. Early Child Development and Care, 177 , 107-120. McBride, B.J., & Schwartz, I.S. (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23 , 5-17. McGonigel, M.J., & Garland, C.W. (1988). The individualized family service plan and the early intervention team: Team and family issues and recommended practices. Infants and Young Children, 1 (1), 10-21. McIntyre, L.L., & Phaneuf, L.K. (2007). A three-tier model of parent education in early childhood: Applying a problem-solving model. Topics in Early Childhood Special Education, 27 (4), 214-222. Accessing the General Curriculum 9/1/10 17

References:

References McWilliam, R.A. (2010 a ). Support-based home visiting. In R.A. McWilliam (Ed.), Working with families of young children with special needs (pp. 203-236). New York: Guilford Press. McWilliam, R.A. (2010 b ). Collaborative consultation to child care. In R.A. McWilliam, Routines-based early intervention: Supporting young children and their families (pp. 171-186). Baltimore: Brookes. McWilliam, R.A. (2010 c). Routines-based early intervention: Supporting young children and their families. Baltimore: Brookes. Noh, J., Allen, D., & Squires, J. (2009). Use of embedded learning opportunities within daily routines by early intervention/early childhood special education teachers. International Journal of Special Education, 24, (2), 1-10. Peterson, C.A., Luze, G.J., Eshbaugh, E.M., Jeon, H., & Kantz, K.R. (2007). Enhancing parent-child interactions through home visiting: Promising practice or unfulfilled promise? Journal of Early Intervention, 29 (2), 119-140. Ridgley, R. & O’Kelley, K. (2008). Providing individually responsive home visits. Young Exceptional Children, 11, 17-26. Rush, D. D., Shelden, M. L., & Hanft, B. E. (2003). Coaching families and colleagues: A process for collaboration in natural settings. Infants and Young Children, 16 (1), 33-47. Accessing the General Curriculum 9/1/10 18

References:

References Salisbury, C.L., Woods, J., Copeland, C. (2009). Provider perspectives on adopting and using collaborative consultation in natural environments. Topics in Early Childhood Special Education Online First, doi: 10.1177/0271121409349769 Sawyer, L.B., & Campbell, P.H. (2009). Beliefs about participation-based practices in early intervention. Journal of Early Intervention, 31 , 326-343. Woodruff, G., & McGonigel, M.J. (1988). Early intervention team approaches: The transdisciplinary model. In J.Jordan, J. Gallagher, P. Hutinger, & M. Karnes (Eds.)., Early childhood special education: Birth to three (pp. 163-181). Reston, VA: Council for Exceptional Children. Woods, J., & Kashinath, S. (2007). Expanding opportunities for social communication into daily routines. Early Childhood Services, 1 (2), 137-154. Woods, J., Kashinath, S., & Goldstein, H. (2004). Effects of embedding caregiver-implemented teaching strategies in daily routines on children’s communication outcomes. Journal of Early Intervention, 26 (3), 175-193. Accessing the General Curriculum 9/1/10 19