embedded instruction using dec’s recommended practices in inclusive settings

The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org

Embedded InstructionEmbedded Instruction

Using DEC’s Recommended Using DEC’s Recommended Practices in Inclusive SettingsPractices in Inclusive Settings

Sarah A. Mulligan, M.Ed., CAE

Executive Director

Division for Early Childhood


What is DEC?What is DEC?

The Division for The Division for Early ChildhoodEarly Childhood

of the Council for Exceptional of the Council for Exceptional ChildrenChildren


What is DEC?What is DEC?• Membership OrganizationMembership Organization

• Birth through 8 years

• Young children with disabilities and other special needs

• Promotes policies and advances evidence-based practices


Today we will focus on….Today we will focus on…. What is Embedded InstructionWhat is Embedded Instruction How You Can Use Embedded Instruction How You Can Use Embedded Instruction

in Inclusive Settingsin Inclusive Settings How can DEC’s How can DEC’s Recommended Practices Recommended Practices

be a resource to you?be a resource to you?


A Quick Look at DEC’s A Quick Look at DEC’s Recommended PracticesRecommended Practices

240 Practices 240 Practices 5 Direct Service Strands 5 Direct Service Strands 2 Indirect Support Strands2 Indirect Support Strands


Direct Service StrandsDirect Service Strands AssessmentAssessment (46) (46)

John Neisworth and Stephen BagnatoJohn Neisworth and Stephen Bagnato Child-FocusedChild-Focused (27) (27)

Mark WoleryMark Wolery Family-BasedFamily-Based (17) (17)

Carl Dunst and Carol TrivetteCarl Dunst and Carol Trivette Interdisciplinary ModelsInterdisciplinary Models (19)(19) Robin McWilliamRobin McWilliam Technology ApplicationsTechnology Applications (22)(22)

Kathleen StremelKathleen Stremel


Indirect Support StrandsIndirect Support Strands Policies, Procedures & Systems Change Policies, Procedures & Systems Change (43) (43)

Gloria Harbin and Christine SalisburyGloria Harbin and Christine Salisbury

Personnel PreparationPersonnel Preparation (27) (27)

Patricia Miller and Vicki StaytonPatricia Miller and Vicki Stayton


Why are Recommended Practices Why are Recommended Practices Important to Important to YouYou?? Represents collective Represents collective

wisdomwisdom Identifies what practices workIdentifies what practices work Provides a framework to Provides a framework to

define qualitydefine quality Supports positive outcomes Supports positive outcomes Applies to all settingsApplies to all settings

Quality Practices Quality Practices = =

Quality Service Quality Service = =

Better OutcomesBetter Outcomes

Quality Practices for All Children

Program

Recommended Practices


Child-Focused Practices: Child-Focused Practices: Take Home MessagesTake Home Messages

1.1. Adults design environments to promote Adults design environments to promote children’s safety, active engagement, learning, children’s safety, active engagement, learning, participation, and membership. participation, and membership.

2.2. Adults use ongoing data to individualize and Adults use ongoing data to individualize and adapt practices to meet each child’s changing adapt practices to meet each child’s changing needs.needs.

3.3. Adults use systematic procedures within and Adults use systematic procedures within and across environments, activities, and routines to across environments, activities, and routines to promote children’s learning and participation.promote children’s learning and participation.


Child-Focused Practices: Child-Focused Practices: Take Home MessagesTake Home Messages

1.1. Adults Adults design environmentsdesign environments to promote to promote children’s safety, active engagement, learning, children’s safety, active engagement, learning, participation, and membership. participation, and membership.

2.2. Adults Adults use ongoing datause ongoing data to individualize and to individualize and adapt practices to meet each child’s changing adapt practices to meet each child’s changing needs.needs.

3.3. AdultsAdults use systematic proceduresuse systematic procedures within and within and across environments, activities, and routines to across environments, activities, and routines to promote children’s learning and participation.promote children’s learning and participation.



Instruction that is deliberately Instruction that is deliberately inserted into the regular inserted into the regular activities or routines of activities or routines of a child’s daya child’s day



Instruction that is Instruction that is deliberatelydeliberately inserted into the regular inserted into the regular activities or routines of activities or routines of a child’s daya child’s day



Instruction that is deliberately Instruction that is deliberately inserted into the inserted into the regular regular activities or routinesactivities or routines of a child’s dayof a child’s day


Four Key ElementsFour Key Elements

Know what the child needs to learnKnow what the child needs to learn Know the daily schedule well enough Know the daily schedule well enough to identify key places for instructionto identify key places for instruction Teach the skill in a group setting, Teach the skill in a group setting, daily activity, or routinedaily activity, or routine Fine-tune the experienceFine-tune the experience

Candy Target Behavior #1

Grasp Development:

Uses a fine pincer grasp

Target Behavior #2

Communication: Initiates

Communication with Peers

Target Behavior #3

Gross Motor: Uses railing to go downstairs independently

Arrival

Snack time

Outdoor time


Grasp Development:


Target Behavior #2



Target Behavior #3

Uses railing to go downstairs independently

Arrival

Snack time Serve a few cheerios on small plate with a variety of tweezers and miniature serving tools

Outdoor time


Grasp Development:


Target Behavior #2



Target Behavior #3

Uses railing to go downstairs independently

Arrival

Snack time Serve a few cheerios on small plate with a variety of tweezers and miniature serving tools

Arrange for Candy to go outside last to give her more time to go down stairs to the playground

Outdoor time


Measures of SuccessMeasures of Success

Did the child get a key learning Did the child get a key learning experience?experience? Did the other children benefit? Did the other children benefit? Did the other children know what you Did the other children know what you were doing? were doing? Do you know what to do differently Do you know what to do differently next time?next time?

Embedded Instruction Video ClipEmbedded Instruction Video Clip


Using DEC’s Using DEC’s Recommended PracticesRecommended Practices

Using the Child-Focused Practices Using the Child-Focused Practices handout, find 5 practices that would handout, find 5 practices that would support embedded instructionsupport embedded instruction

C25 C21 C22 C23 C24 C25 C21 C22 C23 C24


C25C25

Specialized procedures are embedded and Specialized procedures are embedded and distributed within and across routinesdistributed within and across routines


C21C21

Consequences for children’s behavior are Consequences for children’s behavior are structured to increase the complexity and structured to increase the complexity and duration of children’s play, engagement, duration of children’s play, engagement, appropriate behavior, and learning by appropriate behavior, and learning by using differential reinforcement, response using differential reinforcement, response shaping, high probability procedures, and shaping, high probability procedures, and correspondence training. correspondence training.


C23C23

Peer mediated strategies are Peer mediated strategies are used to promote social and used to promote social and communicative behavior. communicative behavior.


Target Behavior #1

Target Behavior #2

Target Behavior #3

Arrival

Snack time

Small Group

Individual Child Activity MatrixIndividual Child Activity Matrix


Jesse Target Behavior #1

Will answer questions from

peers

Target Behavior #2

Will touch and count up to five

objects

Target Behavior #3

Will follow routine

instructions given to a group

Arrival X

Snack time X

Small Group X X

Individual Child Activity MatrixIndividual Child Activity Matrix


What’s Next?What’s Next?

Plan with the whole group in mindPlan with the whole group in mind Play with the Play with the Individual Child Activity Individual Child Activity

MatrixMatrix Create your own Create your own hidden agendahidden agenda


Stay in Touch! Stay in Touch!

Sarah A. [email protected]

www.dec-sped.org

The End!The End!

embedded instruction using dec’s recommended practices in inclusive settings

Documents