5/18/2016
Post-It Swap
Inclusion Techniques for
the Modern Day
Classroom
 What
is the biggest challenge with
Inclusion?
 Each
table discuss and record 2 challenges and
pass them to the next table.
Katie Wells, M.Ed
 We
will use these later in the day.
1
2
What is Inclusion?
What is Inclusion?
Individuals with Disabilities Education Improvement Act
Division for Early Childhood and National Association for the Education of Young Children

Inclusion is educating children with disabilities in the least restrictive
environment, which is usually the same natural environment as children
without disabilities participate (IDEA)

Early childhood inclusion embodies the values, policies, and practices that
support the right of every infant and young child and his or her family,
regardless of ability to participate in a broad range of activities and contexts
as full members of families, communities, and society. (DEC/NAEYC)
3
4
Underlying Inclusion Assumptions
General Education Inclusion of Students with
disabilities

Variable interpretations of what “inclusion” means (e.g., partial vs. full
inclusion; all vs. some students)


Policies and decisions regarding inclusion are primarily based on social
policy considerations (equal access, non-discrimination, social
opportunity, and so forth) rather than the scientific efficacy of inclusion
as a treatment variable


Limited research-based guidelines and procedural protocol are available
to direct inclusion practice. Nonetheless there are principles and
methods that facilitate effective inclusion.



5
Students with special needs are the shared responsibility of general
and special educators
There is debate regarding whether all students are best served and
learn most effectively in full-time general education settings.
However, there is general agreement that students with disabilities
and their non-disabled peers benefit from planned contact
Given appropriate support, resources and training, general education
personnel are generally agreeable to having qualified students with
disabilities in their classrooms and programs
Most general education personnel are willing to assume responsibility
for qualified learners with disabilities, contingent upon suitable
support, resources and training
Effective inclusion requires attitudinal and social support
6
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Long ago…
Not so long ago…
7
Inclusion: State of the
Science and Passion

8
Inclusion: State of the
Science and Passion

What we know, what is tangible
What we need to know

Effects of inclusion as an intervention
Outcomes connected to inclusion

Policy, history and philosophy

Inclusion trends and frequency estimates

Legal and legislative issues connected to inclusion


Attitudes towards inclusion


Process and decision-making factors related to
inclusion





Empirical efficacy of inclusion models

Methods and procedures for facilitating inclusion
Academic, self-help, and so forth
Social and language competence
Peer perceptions
Long term - Independent living, employment and other postschool outcomes
Collaborative consultation, cooperative teaching, and so forth
9
Inclusion: State of the
Science and Passion

Inclusion: Implementing Effective
Strategies
What we need to know (continued)

External validity of inclusion

Social validity of inclusion

Qualitative and subjective benefits of inclusion, including
inclusion expectations and targets, inclusion process and
perceived outcomes

Practical and pragmatic benefits, including peer and teacher
acceptance, peer relationships, social adjustment
10

11
Learners with special needs will be in general education
settings and related programs, regardless of variable
interpretations of inclusion and debate over the
appropriateness of full inclusion. Accordingly, the need
for use of effective-practice inclusion methods is clear.
12
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Least Restrictive Environments
Discussion

 To
the maximum extent appropriate, school
districts are required to educate students
with disabilities in the regular classroom
with appropriate aids and supports
Consider the statement in the previous slide, what difficulties might the
wording present for education agencies and schools?
Individuals with Disabilities Education Act (IDEA)
13
14
15
16
Inclusion is a principle not a place

Inclusion is a SERVICE provided to meet the needs of all children
Inclusion can extend to:

Family

Neighborhood

Church programs

Local recreation centers

Community presence
High Quality Intensive Care

Access

Participation

Supports
Access

All children need to have access to a wide range of learning opportunities
activities, settings and environments. (DEC/NAEYC)
The teachers role:
Acquisition of new skills
Generalizing new skills in new environments
Adapt Environment (physical barriers)
17
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5/18/2016
Participation

Supports
Teachers role:

Professional Development

Modify curriculum

Training of all staff providing services

Differentiate lessons for all learners

Clear expectations of what effective inclusion practices look like

Provide opportunities for multiple levels of participation

Access to resource services
DEC/NAEYC
19
20
21
22
Inclusion is:

Creating a sense of belonging

All children are valued

Choices are available

Feeling Acceptance

Providing all necessary supports and modifications

Helping all children and families participate successfully
(Allen & Cowdery, 2005)
What Early Childhood
Educators Should Know about students with
Special Needs

Look at the individual child

Disorders do not occur in isolation

Diagnosis may suggest a broad and diverse amount of interventions

Knowledge about various conditions is crucial

Focus on the “whole”child
The benefits of being in Early Childhood
23

Inclusion at the Early Childhood level can occur in any variety of settings from
Head Start to private preschool, from home daycare to community rec
centers.

Early Childhood inclusion must consider stages of child development and early
childhood learning practices

Early Childhood practices support inclusion by providing hands on learning
opportunities

Young children learn from each other
24
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Benefits for typical children

Opportunities for peer tutoring (children teaching children)

Develop a sense of sensitivity

Increased awareness of their own strengths

Increased academic success

Increased self esteem
25
Adapted Sign In
26
Adapting Sign In
27
Visual Support
28
Meaningful engagement
29
30
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5/18/2016
Table Top Activities-Making an
Aquarium with Visual Instructions
Table Top Activities- Structuring
Flubber???
31
32
Visual Schedule
Table Top Activities- Puzzles
33
Object Schedule
34
Visual Instructions
35
36
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Maze: Handwriting
Adapting Instructions
37
Accommodations- Circle Time
38
Accommodations- Centers
39
Physical Structure
40
Inclusive play structure
41
42
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Inclusive play structure
Inclusive play structure
43
Snack
44
Snack
45
46
47
48
Persistance Video
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Buddy Play
49
50
What is Engagement?

High levels of Engagement = Increase in LEARNING

Attending to Learning tasks

Maintaining “on-task” behaviors for a predetermined period of time

Looks like:

Calm body

eye gaze/eye contact

Body oriented to the task

Responding to the task; Participation looks different for children with disabilities.
51
What lack of Engagement looks like

Reasons for lack of Engagement
Is it Challenging Behavior or Lack of engagement?
 Turning
 Laying
 Talking
52

away from speaker
on the floor
off topic

53
Child could…

be bored, the work is too easy

not understand the expectations

be frustrated, the work is too hard
Teacher is responsible for reviewing the lesson
vs. blaming the students behavior
54
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5/18/2016
Research-Based Strategies

Joint engagement and Joint attention activities

Structured Tasks
Universal Design for Learning Guidelines
1: Provide options for perception
4: Provide options for physical action
7: Provide options for recruiting interest
1.1 Offer ways of customizing the display of information
4.1 Vary the methods for response and navigation
7.1 Optimize individual choice and autonomy
1.2 Offer alternatives for auditory information
4.2 Optimize access to tools and assistive technologies
7.2 Optimize relevance, value, and authenticity
5: Provide options for expression and communication
8: Provide options for sustaining effort and persistence
5.1 Use multiple media for communication
8.1 Heighten salience of goals and objectives
1.3 Offer alternatives for visual information

7.3 Minimize threats and distractions
Structured work times (Individual, Small group and Large Group)

Systematic and planned interactions

Opportunities for Imitation

Differentiated Instruction

Repetition and Routine

Opportunities for participation – Interactive

III. Provide Multiple
Means of
Engagement
II. Provide Multiple
Means of Action
and Expression
I. Provide Multiple
Means of
Representa
tion
2: Provide options for language, mathematical
expressions, and symbols
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, mathematical notation,
and symbols
5.2 Use multiple tools for construction and composition
8.2 Vary demands and resources to optimize challenge
5.3 Build fluencies with graduated levels of support for
practice and performance
8.3 Foster collaboration and community
8.4 Increase mastery‐oriented feedback
2.4 Promote understanding across languages
2.5 Illustrate through multiple media
6: Provide options for executive functions
9: Provide options for self‐regulation
3.1 Activate or supply background knowledge
6.1 Guide appropriate goal‐setting
9.1 Promote expectations and beliefs that optimize
motivation
3.2 . Highlight patterns, critical features, big ideas, and
relationships
6.2 Support planning and strategy development
3.3 Guide information processing, visualization, and
manipulation
6.4 Enhance capacity for monitoring progress
3: Provide options for comprehension
Clear expectations – how to act in group
6.3 Facilitate managing information and resources
9.2 Facilitate personal coping skills and strategies
9.3 Develop self‐assessment and reflection
3.4 Maximize transfer and generalization
Resourceful, knowledgeable learners
Strategic, goal-directed learners
Purposeful, motivated learners
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56
© 2011 by CAST. All rights reserved. www.cast.org, www.udlcenter.org APA Citation: CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.
Activity: Large group challenge

Planning for Group Instruction
Ask your self these Questions:
Choose a theme
 Identify
 Plan
a book
an activity
 Choose
a song

Are there ways I can make the idea more concrete?

How can I create opportunities for meaningful participation?

How can I make the lesson more visual?

How can I offer an auditory learning experience?

Are there any community-based learning opportunities to tie
into my topic or theme?
(Mastropieri& Scruggs, 2007)
 Answer
the following questions…
57
How can we get kids with disabilities
ENGAGED in learning?
Features of Group Instruction that Promote
Engagement in Students with Disabilities

The theme and activities need to be:

reinforcing to the students

age and developmentally appropriate

58
concrete, real objects or activities
Think Old School

Popsicle sticks and Velcro

Finger plays

Reading and acting out books and nursery rhymes

Participation opportunities

visual representations of objects and actions

multiple opportunities for students to have “hands- on”

Functional Jobs

combination of familiar and novel activities and vocabulary

Felt Board Stories

highly structured with a clear beginning, middle and ending

occur with relative frequency to create a sense of predictability and familiarity

natural reinforcer as a terminating event
Cafiero, J.M. (1998)
59
60
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Circle Time
Circle Time
61
Circle Time
62
Circle Time
63
Circle Time
64
Circle Time
65
66
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Circle Time
Circle Time
67
Circle Time
68
Peers and Communication
69
70
Peer Buddies
71
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5/18/2016
Arrange Kids
Buddy Line up
Circle time: Attendance
Theme feet
74
Inclusion techniques through out your
schedule

Circle Time

Meals/Snack

Center or Work Time

Recess

Self- Help Skills

Small Groups
Activity

Break into groups

Each group will be assigned a daily classroom activity

Develop 3-4 inclusion strategies for Joseph:
Joseph is a 4 year-old with Fragile-X Syndrome. He is a generally
happy boy. Joseph is non-verbal and is developmentally at an 1824 month level. Joseph enjoys building and knocking down, put in
tasks, running outside, and eating snack food (goldfish and fruit
snacks). Joseph is working on his fine motor skills and is currently
communicating basic requesting with PECS. He demonstrates
aggressive behavior when he is not able to access what he needs
and wants to escape an activity. He is currently using a first/then
schedule for transitions.
75
76
General Guidelines: Interactive to Independent
Literacy
Literacy in Early Childhood
(Kaderavek & Rabidoux, 2004)
1

How does Literacy look in and Early Childhood classroom?

Letter of the week?

Read alouds?

Silent reading time?

Small group book talks?

Parts of a book?
4
Focus on joint attention and response/engagement in literacy activities with a partner.
Onus for building engagement is on the partner.
Begin with individual’s interests.
Focus on mutual interactions and turn taking between the emergent learner and the
literacy partner; high levels of reinforcement while participating in a variety of literacy
interactions.
The partner builds on the individual’s gestures, vocalizations, words, etc..
If the teacher asks the child to engage in skills “beyond the child’s interest or ability,
then the balance and the dynamic social support of the interaction may be lost” (p. 246).
The individual begins to understand the “symbolic relationship of written language
forms” (p. 246).
For example, they begin to that the printed text corresponds with the words the partner
reads.
The learner begins to use conventional literacy skills with support.
5
The learner independently uses conventional literacy.
2
3
Slides: 76 –98 and 100 - Reference: Carnahan & Williamson; 2010
77
78
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5/18/2016
Our focus will be Level 1 and 2:

Level 1:

Focus on Joint Engagement and Joint Attention

Back and forth – “You do – I do

Elaborative Reminiscing

Dialogic Reading

Book Walks
Level One: Big Ideas

Gist: Building engagement, interaction, and communication skills that
serve as the foundation for learning

Continuum:


In the beginning: Student demonstrates limited or no engagement/interaction,
and then back and forth interactions emerge with the student first responding
and then initiating

Developing: Students engages in joint attention interaction, first only when
others initiate. Then, the student begins to initiate the JA interaction with
preferred items

Level one meets level two as the student begins to consistently demonstrate
joint attention
The teacher plays a critical role in level one. The teacher maintains the
students engagement!
79
Level One: Instructional Implications

Build multiple engagement sessions throughout the day using the “I do,
you do” framework

Once students respond to initiations from others, focus on initiating
interactions

80
Engagement

A strategy to try:

Word study: daily systematic communication instruction (e.g., PECS)

Reading and writing:


Critical instructional strategies

Two to three engagement sessions/day

Structure environment to avoid behavioral antecedents, whenever possible

Focus on joining in (imitating) the student’s interactions

See slide 9 for instructional progression
Resources:

daily engagement sessions
81
Joint Attention
http://sfari.org/news-and-opinion/news/2009/imitative-play-improves-symptomsof-autism
82
Elaborative Reminiscing
84
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One Strategy to Support
Communication: Elaborative Reminiscing

Purposes

Provide a language model

Increase opportunities for back and forth communication

Promote thinking by discussing past events

Big Ideas

Elaborated “conversations” that can the foundation for reading and writing


Decontextualized past and contextualized present

Onus is on the adult
Topics

Shared classroom activities

Family input (e.g., family photo from a trip)
Ask open ended questions while reminiscing about past events/activities

specific, meaningful events

events that the student has participated in

typical life experiences (e.g., going to the park, a birthday party, a trip)
85
Structuring the Dialogue
Birthday Example

Collaborate with team members to identify topics of interest, relevant events, etc to discuss
with the student

Create a general structure for the dialog that incorporates engaging conversations, or simple
exchanges

Echo the student’s response and elaborate



Expand student statements (include new vocabulary, ideas, etc)

Write, draw, or use picture responses in journal or on paper
86

Word study:

Introduce the topic and associated vocabulary through words or pictures (e.g.,
birthday, cake, party, present, family, friend; this, that, big, little, more)

You had a party. Tell me about your party – what are some words you might use?

You had a party. Let’s talk about some of the words you can use to tell me about the party
Read the story back to the student

Consider keeping a record of the conversations

Students can use these for independent reading

Depending on student levels incorporate:

Concept or word sorts

Vocabulary webs
Adjust the level of support to meet student needs

Increasing or decreasing external structure or visual supports

Increasing or decreasing question sophistication, level of detail expected in response
87
Birthday Example

Birthday Party: The Conversation

Child: points to cake
Two general options for creating the actual written piece - the teacher can write
what the student says, or the student can write about it after talking

Teacher: That’s right. I hear you had a delicious chocolate cake with white icing
(writes a word or sentence on the paper)
Strategies to support student generated ideas

How many candles were on your cake?

You had eight candles on your cake, because you are eight years old (writes word
or sentence on paper, or draws picture)

Who blew out the candles on your cake?

When we blow out candles on our birthday cake, we make wishes. Sometimes, we
wish for the present we want the most. What was your favorite present?
Writing (expressive communication)


88

Offer students sentence frames (Yes, I had a ______. My friend ______ came) using printed
words or pictures

Ask open ended questions, while providing visual supports

Make follow up statements, or ask follow up questions



89
Offer two answer choices
Offer two answer choices (write name on paper)
Offer two answer choices (write response on paper, or use picture of choice)
90
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5/18/2016
Birthday Example

Your Task
After writing the story, read the story with the student, varying structure
depending on the student’s needs

Read to the student

Listen to the student read

Listen to the student read, asking the student to add additional details as
appropriate

Select one or two students on your caseload for whom you think this might be an important strategy

Using a previous classroom event, plan the conversation

Plan questions about the event

Plan support for the student’s responses

Open-ended

Number of turns

Picture choices, verbal prompts

Write the teaching protocol or soft script for implementing the lesson

Share!

Practice
91
92
What is Dialogic Reading?

As you watch, listen for important components of DR.

Briefly discuss these in your small group.
Dialogic Reading
93
94
95
96
What are the key ideas in DR?

https://www.youtube.com/watch?v=r2FLrq8YIyY

Teaching Example

https://www.youtube.com/watch?v=T_IIMZq8nJU
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97
98
Transitioning from One to Two

Concept of book: Orientation of book

Concept of Print: Draws attention to the words and how they relate to
pictures

Language and Pictures drive Communication about the book

Student answers questions based on pictures
99
Level Two: Big Ideas
100
Level Two: Instructional Implications

Gist: Building the early language, book, and print awareness that serve as the
foundation for reading and writing

Systematically teach each concept of book and concept of print

Continuum:

Systematically teach literacy language such as front, back, top, bottom,
page, words, pictures

Build fun interactions with texts using students’ interests

A strategy to try:


In the beginning: Student sits briefly to listen, with the teacher actively bringing the
student into the story (“touch the…”, “remember when…”),

Developing: The student holds the book, points to picture and words, and develops
conceptual knowledge about topics

Level two meets level three when the student orients a book, differentiates pictures
and words, and provides basic comments about the text
The teacher continues to be critical in maintaining engagement
101

Word study: Conceptual picture sort

Reading: Dialogic reading

Writing: Sentence frame
102
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Systematic and Comprehensive Instruction
EVERY DAY
WRITING
WORD STUDY
READING
Small and Large Group opportunities


EVERY LESSON
BEFORE DURING AFTER

Follows or proceed group instruction
context
Specific, individualized skill instruction (e.g., PECS, waiting, etc)

Teach concepts or ideas necessary for active engagement and participation in
group lessons
Before

Review visual schedule and work system

Introduce the skills (e.g., “here’s what we’re going to learn)
During
learner



Systematic lesson teaching the skills (consider teaching protocols)

Balance discrete skill instruction with engagement

Ongoing assessment
After
text

Summary (“here’s what you learned and how it’s connected to what you’ve already
learned/experienced/been taught/will learn tomorrow”

Consider learning logs or journals

Frequently incorporates writing activities
103
Adapting Books for engagement
104
Level One
Level Two
Level Three
1. Ask Wh questions
2. Follow comments
with questions
3. Offer students
opportunities to
repeat new words
4. Provide support (i.e.,
scaffold; use
pictures)
5. Connect to student
interests through
language
6. Provide positive
feedback
7. Focus on enjoyment,
engagement, and
language
1. Ask open ended Wh
questions
2. Expand student
responses using one
or two words
3. Offer students
opportunities to
repeat expansions
4. Provide support (i.e.,
scaffold; use
pictures)
5. Offer choice of topics
(rather than you
connect, allow
students to make
connections)
6. Provide positive
feedback
7. Focus on enjoyment,
engagement, and
language
1. Ask plot related
questions (e.g., what
did he do next?, why
was he upset?)
2. Ask distancing
questions (tell me
about a time when…,
do have an old
blanket?)
3. Provide positive
feedback
4. Focus on enjoyment,
engagement, and
language
105
Fun Resource
More ideas:
The
 The

Teacher Tool Kit
106
Considerate Classroom
http://www.theteachertoolkit.com/

107
http://considerateclassroom.blogspot.com/
108
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Play for inclusion is….
PLAY

Creating opportunities for choice through
structure

Structured play is the first step to move toward
real spontaneous play

Learning skills to play with objects will lead to
children discovering in their environment
Julia Moor; 2002
109
Play Starts with Baby Steps…
Task Analysis
110
Breaking it Down…Making Play Easy
Systematically breaking a play/social activity into it’s
component parts so that it is no longer a jumble of
language, objects and actions that has no meaning for
children with disabilities

Think of a simple play activity as a series of tasks

List the tasks you can do with a specific play
activity
•
Teaching in very simple steps/elements gives the child a
chance to give meaning to each action

•
Teaching the activity in small parts gives the child’s brain a
chance to process all the incoming information
It is often helpful to watch other children playing
with the activity and document everything they
do with the toy
•
Julia Moor; 2002
111
Examples of Play Task Analysis…
112
Little People Playground….
Play Food- Kitchen: Each item can then be broken down
even more..

Put girl in swing

Push swing swing

Put girl on slide
Set Table

Push down slide
“Eat” with silverware

Put boy and girl in Merry –
Go-Round
Cook on Stove (stir food)

Spin Merry-Go-Round
Cook in microwave

Walk boy through the
tunnel

Put girl in airplane bouncer
“Eat” play food
“Pour” tea (coffee)
Put food on plates
Cut food
Give food/plate
Wash dishes
Put dishes away
Put food in frig
113
114
Wipe table
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Small circle teaching
Teaching a Class Song…
 How
would you break down teaching
this song?
5
Little Monkeys Jumping on the Bed
 Watch
video and write done each step
to teach through motor imitation
115
Group Activity….
116
Inclusion and BEHAVIOR

In groups of 5-6

Pick toy/Activity

ADD/ADHD

Break the activity down into small teachable steps

Learning Disabilities

Communication Frustration

Yelling

Throwing

Breaking toys

Hurting self and other children

Influences of Behavior:
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WHAT can I do about behavior?

What about “the other kids”?

How can I keep everyone safe?

What happens if I can’t get my target kid to participate?

What happens if I can’t get my target kid to transition?

Why does my target child melt down during art activities?

Why are kids not sharing?
PREVENT, PREVENT, PREVENT
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From an adult’s point of view…
From the point of view of the child






Problem behavior results from…
Not understanding what he/she is being asked to do.
Difficulty communicating wants and needs
Severe difficulty with interacting with others in an
appropriate manner.
Confusion about what might happen as the result of
his/her behavior.
Extreme interest in narrow subjects can limit
friendships.

A child’s behavior might look and feel like…..

Lack of compliance

Tantrums

Destruction of property

Aggression

Self-Injury
90
Important Point to Ponder
122
Similarities and Differences
Similarities- Most challenging behaviors displayed by YOUNG children with
disabilities, may be observed in young children without disabilities.

If what we do to change the behavior, does not focus on WHY the behavior
occurs from a child’s point of view, it will be unsuccessful in the changing of
behaviors from an adult’s point of view.
Differences- how often, how severe and how long it goes on.
123
Behavior Equation
124
Setting Event

Antecedent
Joey is asked to
come to circle.
Teacher provides
physical prompt
to move him to
group.
Behavior
Joey resists,
cries, and hits
teacher.
Maintaining
Consequence
Event that occurs at another time that increases the likelihood the child will
have challenging behavior. Setting events serve to “set the child up” to have
challenging behavior.
Teacher moves
away from Joey
and allows Joey to
select a different
activity.
125
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Behavior Equation
Setting
Event
Behavior Equation
Trigger
Maintaining
Consequence
Behavior
Quan
approaches
computer
and sees
child working
on program.
Quan moves
his picture
to indicate
that he is
next. Quan
observes and
waits for his
turn.
Setting
Event
Child leaves
computer and
Quan sits
down and
begins
working.
Quan was up
most the night
with an asthma
attack. He
arrives at
school looking
sleepy and with
dark circles
under his eyes.
Trigger
Behavior
Quan
approaches
computer and
sees child
working on
program.
Quan hits child
and pushes his
body on the
child’s chair.
Maintaining
Consequence
Child leaves
computer and
Quan sits down
and begins
working.
128
Access- Getting Something
Functions of Challenging Behavior
Access
Avoid

Does the child want something?

Some challenging behaviors are a way for the child to communicate they want
something (attention, an object, activity, person, food item etc.), or to
protest when a desired object or activity is taken away or stopped.
Sensory
129
Escape/Avoidance
130
Sensory-Self Regulation

Does the child want to get away from something/someone?

Escape behaviors communicate the desire to escape or avoid certain activities
or people

131
Repetitive movements, such as body rocking, hand waving or head wagging,
may be a person’s way of dealing with the amount of activity going on around
them. They may be over stimulated or under stimulated.
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Gabriella
Gabriella

Gabriella is playing in her room. Her mom says, “Come on Gabriella. Time to
go to school.” Her mom pulls on her arm to try to get Gabriella to stand and
go to the car. Gabriella yells, screams, and begins kicking at her toys. Her
mother says, “All right, 5 more minutes. But then we must go.” Gabriella’s
mom walks away, and Gabriella continues playing with her toys.
Setting
Event
Antecedent
Behavior
Playing in
room, time to
get in car for
school.
Yells,
screams,
kicks at toys.
Maintaining
Consequence
Mom gives her 5
more minutes of
play time.
Function:
Mom pulls on
arm to get to
stand.
Escape
And Access
Toys longer
133
134
Tim
Tim

Tim is riding a trike on the playground bike path. He sees a child
move to the sandbox where Tim had just finished building a road-way.
He leaps off his trike and tackles the child. He hits the child. An adult
comes over to intervene. She comforts the child and scolds Tim. Tim
goes to the sandbox and continues construction on his road-way.
Setting
Event
Antecedent
Behavior
A child moves Tackles and
to the sandbox hits child.
where Tim has
just built
something.
Function:
Get toy back
135
Adult
intervenes and
scolds Tim,
comforts
other child.
Tim continues
road-way.
136
Madison
Madison

Maintaining
Consequence
Madison is in housekeeping, putting on high heels and
a hat. Emily moves into the area and selects a purse
from the dress-ups box. Madison shouts “no” and
bites Emily. A teacher comes over; she asks Madison
to go to the thinking chair and takes Emily to the
bathroom to look at the bite. After 4 minutes,
Madison leaves the thinking chair and returns to
housekeeping. She grabs the purse Emily had
selected and continues to play. Emily leaves the
bathroom with the teacher and then begins an art
activity where the teacher is present.
137
Setting
Event
Antecedent
Another child
moves to
area and gets
a toy (purse).
Behavior
Maintaining
Consequence
Sent to “thinking
chair,”
other child
consoled,
4
minutes later,
Function:
Avoid sharing Madison leaves
chair
and returns
the purse
to play with
purse.
Shouts “no,”
bites child.
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Without appropriate intervention…

Behavior problems will continue and get worse as the child gets older.

Due to the challenges they have with social skills and communication,
children with disabilities are especially at risk for developing behavioral
problems
No Magic Bullet

No single approach has proven to deal effectively
with problem behaviors for ALL children with
disabilities.

Prevention is critical and should be the primary
focus especially for young children with
disabilities.
139
Ounce of Prevention
140
Show the Child What to do instead

Think about what situations or tasks seem to be consistently hard for the
child.

Replacement skills must be as effective and as easy to perform as the
problem behavior

Think about how to prepare the child for those situations or what you can do
to change the situation before the child has to encounter it again.

Replacement skills must serve the function of the problem behavior

Classroom Positive Behavior Programs

Reinforcing Positive Behavior
141
Small Group Activity

142
Activity:
Review the following behaviors:

Hitting Others

Spitting

Running Away

Not completing activities

What are some replacement behaviors?

Kicking

How can we teach them?

Hurting self

Do they have the same function?

Others?
In Small Groups discuss:
143
144
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Give them alternative solutions to
the problem behavior
Help Them Practice Different
Solutions to Problem Behavior
145
Help Them Learn to Calm
themselves down.
146
Think About How You Respond to Their
Behavior

Sometimes, how we
respond to problem
behavior actually makes
the problem behavior
stronger, even though we
don’t mean to do this.

Sometimes, the purpose
of the problem behavior
is to get attention. In
that case, you can use
ignoring.
147
148
ICP Items
Assessment of Quality Inclusion
Programs

The Inclusive Classroom Profile (ICP), developed by Elena Soukakou, is a
structured observation rating scale designed to assess the quality of provisions and
daily practices that support the developmental needs of children with disabilities
in early childhood settings.

Complete training is available from the Frank Porter Graham Child Development
Institute. More information at:
http://pdc.fpg.unc.edu/using-inclusive-classroom-profile-proficiency
Online overview module is available from Frank Porter Graham Child Development
Institute:
http://npdci.fpg.unc.edu/measuring-quality-inclusion-inclusive-classroom-profile
The following Information was gathered from Training Module 1
149
Adaptation of space and materials
Adult involvement in peer interactions
3.
Adult guidance of children’s play
4.
Conflict resolution
5.
Membership
6.
Relationships between adults and children
7.
Support for social communication
8.
Adaptation of group activities
9.
Transitions between activities
10. Feedback
11. Family-professional partnerships
12. Monitoring children’s learning
1.
2.
150
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1: Adaptation of space and
materials/equipment
2: Adult involvement in peer interactions
 The
 How
physical environment: How adults have
arranged the environment to assist all
children in moving around the classroom,
reach and use materials in creative and
purposeful ways.
adults create an environment to
increase opportunities for interaction with
peers. A focus on initiating and sustaining
relationships.
151
152
3: Adult guidance of children’s play
4: Conflict resolution
 Adults
 Adults
create opportunities for all children
to make choices in play. Encouragement
and assistance is offered in making good
choices.
assist children in conflict resolution.
Steps are take to prevent conflict.
153
5: Membership
154
6: Relationships between adults and
children:
 Creating
a positive social climate that
nurtures differences and creates social
opportunities.
 Quality
exchanges between adults and
children. A focus on the nature and
frequency of these opportunities.
155
156
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7: Support for social communication
8: Adaptation of group activities
 The
 The
adult recognizes the importance of
communication with peers. Adults
facilitate language and communication
based on the communication needs(AAC,
PECS, Sign Language) of the children with
disabilities in the classroom.
children are all able to participate (in
their own way) in all activities through out
the day. Adults focus on engagement of all
students.
157
158
9: Transitions between activities
10: Feedback
 Children
 Adults
are supported during transitions.
The focus is on Nature, Pace and supports
needed for transition.
provide support to all students and
acknowledge their efforts in the classroom.
Specific, action based, feedback provided
throughout the day.
159
160
Case- Study
Case- Study
Julia
Ryker
Julia is a 3 year-old and loves going to school. Julia walks independently
around the classroom, but has difficulty controlling her body in space (motor
planning). She enjoys her peers but has difficulty communicating due English
being her second language. Julia enjoys painting, play dough and fine-motor
activities. She enjoys playing in the block area with the ocean and jungle
animals, but often knocks down her peers structures.
Ryker is 4 years old. Ryker enjoys school, he rides the bus and is able to
transition into the classroom with minimal support. He enjoys table time
activities, however he struggles transitioning to new tables and to circle time.
Ryker has limited vocal speech and is currently in phase 1 of PECS. Ryker has
strong gross and fine motor skills and is able to follow 2 step directions. During
the center time Ryker has difficulties engaging in play with others and prefers to
play alone.


In Small Groups.
In Small Groups:
Look at ICP Items 1-10 from the Inclusive Classroom Profile. For each of these
items, create an activity paired with a strategy that could be used to support
Julia’s learning and development in the classroom.
Look at ICP items 1-10 from the Inclusive Classroom Profile. For each of these
items, create an activity paired with a strategy that could be used to support
Julia’s learning and development in the classroom.
161
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Home visit items:

Pretend play, functional for home...feeding, vet, clean up

Cause and effect toys

two step tasks

put in tasks

basic colors sorting

Activities to encourage fine motor work

Play dough with animals hidden

crossing midline activities

mirrors for imitation

Sensory seek and find
Contact Info:
Katie
Wells
[email protected]
163
Summary


Summary continued…
Created a working definition of Inclusion
 How
164

does it work in your environment?
High Quality Intensive Care:
 Access

PLAY

Why step by step instruction of play is important

Play must be taught!
Behavior
 Participation

Identify Function: Access – Escape – Sensory
 Supports

PREVENTION

Benefits of Inclusion and Strategies for Early Childhood
 Engagement

Inclusive Classroom Profile

165
10 items for guidance and development of high quality and
successful inclusive early childhood programs
166
References:

Allen, K. E. & Cowdery, G. E. (2005). The exceptional child: Inclusion in early
childhood education. Clifton Park, NY: Thomson Delmar Learning.

Carnahan, C. & Williamson, P. (2010). Quality Literacy Instruction for Students
With Autism Spectrum Disorders. Autism Asperger Publishing Company.

DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the
Division of Early Childhood (DEC) and the National Association for the Education
of Young Children (NAEYC). Chapel Hill, NC: The University of North Carolina, FPG
Child Development Institute.

Individuals with Disabilities Education Improvement Act (IDEA), Amendments of
2004 Pub. L. No. 108-446, 20 U.S.C.

Moor, J. (2008) Playing, Laughing and Learning with Children on the Autism
Spectrum: A Practical Resource of Play Ideas for Parents and Carers. Jessica
Kingsley Publishers

Odom, S.L. (2000). Preschool inclusion: What we know and where do we go from
here. Topics in Early Childhood Special Education, 20(1). 20-27.

Soukakou E. P. (2012). Measuring quality in inclusive preschool classrooms:
Development and validation of the Inclusive Classroom Profile (ICP). Early
Childhood Research Quarterly, 27(3), 478-488.
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