Embedded Instruction

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Embedded Instruction

• Individualizing Inclusion in Child Care

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7 Principles of Intervention

• Comprehensive purposefulness Each routine should
  address multiple goals, and each goal is
  addressed in multiple routines
• Balanced participation and independence (relative
  to interaction with peers)
• Behavioral sensitivity and responsivity Use
  incidental teaching

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7 Principles of Intervention (cont.)

• Distributed learning opportunities (not massed)
• Contextually relevant learning opportunities
  Embed instruction when child needs the skill
• Integrated learning Across domains
• Programmed generalization

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Functional Child-Level Outcomes

• Important to the family
• Help a child participate in routines,
  independently
• Help a child establish, maintain, and enhance
  social relationships
• Specify exactly what the team wants to see
• Allows for a variety of forms of the behavior
• What are your current goals like?

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Strategies

• Most direct approach
• Tackles the functional need head on
• Caregivers can address the need more easily than
  they could an indirect approach
• If foundational or prerequisite skill is
  desired, make the strategy functional for the
  child and caregiver
• Make the distinction between whats necessary for
  a skill to develop and what might be beneficial.
• Ask why about what youre working on and how
  youre working on itand encourage others to ask
  why

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Strategies (cont.)

• Is it OK for someone to say, Is there another,
  more direct, functional, and ecologically
  relevant way? (even if this question sounds
  nerdy)?
• When possible, specialists should offer options.
• In collaborative consultation, both the
  specialist and the caregiver determine the need,
  determine the strategies, and evaluate the
  strategies.

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Strategies (cont.)

• Use routines as the common ground for specialists
  and caregivers
• What routines need strategies? (Block play is a
  disaster for Jimmys engagement)
• What routines would be good for implementing
  specific strategies? (Jimmy loves to be read
  to)
• What routines can accommodate certain strategies?
  (When exactly do you expect me to do that?)

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Goals Dont Belong to Disciplines

• Integrated-learning principle
• Think of all needs as coming under
• Engagement
• Independence
• Social Relationships

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Everybodys Roles

• In this model,
• The teachers primary role is to teach and care
  for children, including embedding individualized
  instruction in developmentally appropriate
  routines
• The specialists primary role is to support
  caregivers through informational support,
  material support, and emotional support

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Informational Support

• The childs disability or condition
• Normal child development
• Services and resources
• What one can do with the child

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Teachers Need to Own the Goals

• Teaching staff provide information about the
  child during routines
• Teaching staff suggest how strategies might work
• Teaching staff carry out strategies
• Teaching staff evaluate strategies
• Activity Write outcome and 3 strategies

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Options for Strategies

• Instructional procedures How the child should be
  taught
• Intervention conditions When and with what
  materials, maybe who
• Task directions The invitation to respond

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Instructional Procedures (cont.)

• Controlling prompts The prompt that ensures a
  response
• Reinforcers The consequences that increase the
  likelihood of future responding
• Reinforcement assessment Finding out what the
  kid digs
• Time delay The gap between the task direction
  and the controlling prompt

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Behavioral Terminology

• Behavior A discrete action (not necessarily a
  problem!)
• Shaping Gradually changing the criterion
• Fading Gradually removing the prompt
• Reinforcing Providing something desirable (even
  if its just an effect) contingent on a behavior
• Response A behavior something that happens
  after a discriminative stimulus
• Stimulus The environmental antecedent of (SD) or
  consequence to (SR or SR-) a behavior.

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Incidental Teaching

• Elaboration towards a goal
• General developmental elaboration
• Elaboration of engagement
• Steps
• Set up the environment for engagement
• See the child engaged
• Approach the child
• Elicit elaboration
• Praise

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Teaching Styles

• Redirects Teacher gets children to do something
  different from what they are doing. Stops
  children (i.e., Dont, Stop) (does not include
  natural classroom transitions).
• Elaborates Teacher provides information to expand
  on childrens engagement or elicits responses
  (verbal or behavioral) related to what children
  are already doing.

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Teaching Styles (cont.)

• Nonelaborates Teacher introduces children to new
  activity, provides nonelaborative information,
  tells stories, sings, acknowledges children
  without elaborating, praises children
  enthusiastically
• Affect Affective characteristics such as positive
  expression, visual involvement, responsiveness,
  child-directedness, and tone.

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The End