2/28/2017
Blended Practices for Supporting ALL Children in Inclusive Early Childhood Settings
Jennifer Grisham‐Brown, Ed.D.
University of Kentucky
Jennifer.grisham‐[email protected]
NEED:To meet the diverse needs of young children
How can you hold thirty
hands when you only
have two?
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One answer…Blended Practices
Professional Development
A Curriculum Framework –
Linking assessment and intervention
Element 1: Assessment
Guide
Baseline
Family Resources, Priorities, Concerns
Authentic
Interests and Preferences
Developmental and Content Areas
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Issues: Assessment  Many purposes for assessment – emphasis should be on program planning assessment
 Recommended Practices
 Authentic assessment practices
 Interview
 Observation
 Importance of  Using high quality CBA that is appropriate for use in blended classrooms
 Actively involving families in the assessment process
Administer following
recommended practices
(Bagnato, Neisworth, & Pretti-Frontczak, 2010)
1.
2.
3.
4.
5.
6.
7.
8.
ACCEPTABILITY – Social worth & detection
AUTHENTICITY – Natural methods & contexts
COLLABORATION – Parent‐professional teamwork
EVIDENCE– Disability design/evidence‐base
MULTI‐FACTORS– Synthesis of ecological data
SENSITIVITY – Fine content/measurement gradations
UNIVERSALITY– Equitable design/special accommodations
UTILITY – Usefulness for instruction
Characteristics of High Quality Curriculum Based Assessments
 Technical adequacy
 Functional goals
 Multiple domains
 Diversity of learners (age and ability)
 Yields quantitative AND qualitative information
 Multiple methods
 Family involvement
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Ways to Involve Families During the Assessment Process
 Consumers
 Informants
 Team Members
 Advocates
Consumers
Receive important information that affects their child
 Receive information about curriculum design, implementation and evaluation
 Learn about the school’s philosophy
 Find out how content and individualized goals are being addressed
 Receive at‐home learning activities that extend classroom instruction
Informants
Give critical information from unique perspectives
 Share family’s top priorities and goals for their child
 Tell about their child’s interests and preferences
 Give information about their child’s temperament
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Informants (Con’t)
 Inform about their child’s daily routine and family dynamics
 Share styles of encouragement and limits used at home
 Inform about the family’s level of community involvement Team Members
Collaborate as part of the assessment team
 Identify strategies and approaches that work best for their child
 Help plan, observe and review during the assessment process
 Contribute when developing intervention plans and during decision making
 Give multiple observations for compiling accurate data
Advocates
Confirm or refute assessment information based on their understanding
 Comment on their child’s behaviors and performance during the assessment
 Ask questions about the evaluation to clearly understand the process
 Assure that assessment tools are appropriate and in the best interest of their child
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Approaches for Collecting Assessment Information from Families
 Unstructured Approaches ‐ Use open‐ended strategies that allow families the opportunity to provide as little or as much information as they desire
 Example: Routines‐Based Interview is a tool for collecting systematic information about the activities that occur in a family’s and a classroom’s typical day and the roles of adults and children during the activities. It is designed to identify a child’s abilities and determine educational/therapeutic needs.
 Structured Approaches ‐ Include those that are linked to the use of curriculum based assessment (CBA) tools that are used to plan instruction
 Family involvement in the assessment process is built into CBAs through the use of reports, interviews, family albums, developmental record books, profiles, narrative family reports, and conferencing to engage families in the assessment process
Success of Either Approach is Dependent on:  Considerate Scheduling
 Advance notice
 Flexible times
 Cultural Sensitivity
 Primary language
 Family Structure
Success Dependent on (cont):  Effective communication strategies
 Signaling Openness
 Reflecting Message (includes empathic statements, paraphrasing,
and summarizing)
 Intentional Inquiry (includes closed-ended, open-ended, indirect
and perception-checking questions)
 Influencing skills (includes providing information, providing
support, focusing attention, and offering help)
 Understanding the difference between and Concern and a
Need
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Element 2: Scope and Sequence
Bridge between
assessment and
instruction
Tier 3: Individualized outcomes
All children could have
tier 3 needs
All children’s needs fall
across all three tiers
Tier 2: Targeted outcomes
IEP goals are tier 2 and 3
only
Tier 1: Common outcomes
Issues: Scope and Sequence
 Types of sequences
 Developmental
 Pedagogical
 Logical
 Use data
 Summarize
 Analyze – look for  Understand “tiers of need”
 Tier 1: common (e.g., state and federal standards
 Tier 2: targeted (component missing, related skills missing)
 Tier 3: prioritized (preventing child from accessing general education curriculum)
patterns
 Sort
Tier 1 Scope
 What is expected at a given age
 State standards
 Head Start Outcomes Framework
 OSEP Standards
 Common core
 Big Ideas
 Characteristics of Tier 1 Scope
 Common – What everyone is expected to learn
 Universal ‐ Developmentally and culturally relevant
 Comprehensive ‐ Cover all aspects of development and learning
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Examples:
 OSEP Outcomes
 Positive social‐emotional skills (including social relationships)  Acquisition and use of knowledge and skills (including early language/ communication [and early literacy])  Use of appropriate behaviors to meet their needs  Head Start Outcomes Framework
 Approaches to Learning  Social and Emotional Development Language and Literacy  Cognition  Perceptual, Motor, and Physical Development Tier 2 Scope
 Characteristics of Tier 2 Scope
 Individual or small group
 Struggling or Stalled
 Examples
 Struggling
 Component of an outcome
 Concurrent skill development
 Generalized use
 Adapting and Adjusting
 Stalled
 Latency
 Quality of performance
 Increasing complexity of performance
Identifying Tier 2 outcomes
 Patterns
 Unexpected performance
 Quality
 Assistance
 Interfering behavior
 Time
 Look at
 Level of independence
 Flexibility
 Adaptability
 Consistency
 Generative 8
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Tier 2 Examples
 Difficulty with demonstrating emotional and/or physical control
 Child has strong emotional reaction to having an event and has difficulty returning to a calm or neutral emotional state. Teach self‐regulatory behaviors such as maintaining or regaining composure.
 Child has difficulty applying sufficient force to grasp and manipulate objects such as pencils, paintbrushes, hammers, and spoons. Teach how to apply sufficient force to objects
© 2014 B2K Solutions, Ltd
Tier 2 Examples Continued
 Demonstrates a skill too quickly or not quickly enough
 Child engages in impulsive actions or rushes to demonstrate/initiate the required/desired task with no or little time between directive or request and the child’s action. Teach executive functioning skills
 Child has a significant delay from the time a directive is given or initiation is determined until the child takes action. Teach how to respond more quickly
© 2014 B2K Solutions, Ltd
Tier 3 Scope
 Foundational Skills
 Milestones a child should have met by a given age

Barrier Skills
 Behaviors that are in the way of a child progressing

For example, at 4 a child should be using sentences to express wants a needs and the child may be using gestures and one sounds only.
For example, a child may speak a language that is different from what is used in the classroom.
Characteristics of Tier 3 Scope  Prerequisite Skills
 Behaviors that are needed to develop more complex skills

For example, a child need joint attention before they are able to then have a communicative exchange.

Highly individualized (unique to a given child)
Critical to ensure access, participation, and progress
 High priority for team
 Likely required intensive instruction to acquire
 Can be IEP/IFSP goal worthy

© 2013 All Rights Reserved
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Tier 3 Examples
 Joint attention
 Engages in reciprocal interaction
 Shares attention
 Shares emotion
 Shares intentions to regulate the behavior of others
 Follows social routines
 Gets basic wants and needs met
© 2014 B2K Solutions, Ltd
What Makes Something
IFSP/IEP Worthy?
 Need stems from having a disability
 Need associated with the disability is having an adverse affect on the child’s access, participation, and progress in daily activities
 Need is developmentally/pedagogically possible to address in 1 year’s time
 Need requires specially designed instruction
 Any IFSP/IEP goal must be meaningful to the family
© 2014 B2K Solutions, Ltd
Sorting Example
3 different children, same activity and same standard
Child brings two objects together at or near midline and may grasp writing implement
Child Prints psuedo‐letters Child prints own first name without model
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Sorting Example 3 different children same common outcome
Follows Social Routine
Participation Defined: Remains with Group
1. Remains with group
2. Looks at person/object
3. Follows directions given
4. Interacts with objects/people
Participation
Element 3: Activities and Instruction
Systematic
Instruction
Focused
Instruction
Type of activities and instructional strategies vary in frequency, intensity, and intention
Universal
Instruction
Issues: Activities and Intervention
 Response to Intervention
 Differentiation
 Commonalities across tiers
 Match between tiers and Needs
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Activities and Instruction
Key words: intense, longer
duration, high intensity,
individualized
III
Instruction
Key words: at-risk students
(any child), high efficiency,
rapid response
Targeted
Type of activities and instructional strategies vary in frequency, intensity, and intention
Instruction
Key words: all settings,
all students, preventive,
proactive, core
Universal
Instruction
Activities & Instruction
All Practices Are:  Evidence‐Based
 Continuum of Strategies
 Team/Family Guided
 Developmentally Responsive
 Embedded Learning Opportunities
Characteristics Tier 1 Instruction
 Delivered to any/all children  Addresses universal needs
 Constant – part of the flow
 Aim is to:
 Support
 Strengthen
 Generalize
 Give multiple and varied practice opportunities
 Expose children to a range of possible responses
© 2014 B2K Solutions, Ltd
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Universal Strategies
•Developmentally appropriate environments
•Multiple opportunities
•Non‐directive teaching strategies
•Universal Design
•Planning Tool: Lesson Plan
Continuum of Teaching Behaviors
Directive
•Reduce
Error
• Variety of
prompts
Mediating
• Moment to moment
• Variety of prompts
III
Instruction
Focused
Instruction
Non-Directive
• Implicit modeling
• Indirect verbal cues
• Environment
Universal
Instruction
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Tier 2 ‐ Focused Instruction
•Small Group Instruction
•Adaptations
•Increased opportunities
•Mediating teaching strategies/Scaffolding
•Peer mediated instruction
•Tool: Activity Matrix
Continuum of Teaching Behaviors
Directive
•Reduce
Error
• Variety of
prompts
III
Instruction
Mediating
• Moment to moment
• Variety of prompts
Targeted
Instruction
Non-Directive
• Implicit modeling
• Indirect verbal cues
• Environment
Universal
Instruction
What does this figure mean??
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Scaffolding ‐ characteristics
 Contingent (taylored, adjusted) – support is adapted to the child’s level of performance
 Fading – withdrawal of support
 Transfer of responsibility from teacher to learner
 Use of a variety of different types of support
 1.Feedingback
 2. Hints  3. Instructing
 4. Explaining
 5. Modeling
 6. Questioning Tier 3 – Systematic Instruction
 Instructional strategies that are generally used to support the acquisition of tier 3 (individualized) outcomes by:
 Removing barriers to learning (e.g. challenging behavior)
 Addressing pre‐requisite skills (e.g., developmental milestones not yet mastered by the child)
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WHAT they are:
• Evidence based practices that are designed to address specific priorities for young learners
• Planned to meet the individual learning needs of young learners
• Delivered frequently enough so that children can learn
• Occur within the context of ongoing classroom activities and routines
WHAT they are NOT
•
•
•
•
Practices that are only effective for teaching children with disabilities
Practices that can only be implemented in special education classrooms
Practices that can be implemented with no planning
Practices that have to occur in isolation away from other children. Continuum of Teaching Behaviors
Directive
•Reduce
Error
• Variety of
prompts
Mediating
• Moment to moment
• Variety of prompts
III
Instruction
Targeted
Instruction
Non-Directive
• Implicit modeling
• Indirect verbal cues
• Environment
Universal
Instruction
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WHO Benefits from Systematic Instruction
 Children who experience barriers to learning that are preventing them from accessing, participating in, and making progress toward the general education curriculum
 Children who are missing foundational skills that are preventing them from accessing, participating in, and making progress toward the general education curriculum
 MAY include:
 Children with disabilities
 Children with challenging behavior
 English Language Learners
 Other? Child not making progress in general curriculum
Child continues to make no progress
Provide additional practice, adaptations, peer mediation, small group instruction on component of general outcome
Child makes progress
Identify barriers to learning OR prerequisite skills Design, implement, and evaluate Intensive, Intentional, Individualized Instruction
Let’s Look at Some Examples
 Alice and Miguel
 27th month old receiving early intervention in community childcare
 Target Skill: Signing “more”
 Dot and James
 3 and ½ year old boy in Head Start with challenging behavior
 Target Skill: Eating with utensils, instead of hands
 Cate and Kameron
 5 year old kindergarten English Language Learning
 Verbally labeling letters in her name
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Enhanced Milieu Teaching  Modeling
 Mand Model
 Naturalistic Time Delay
 Incidental Teaching
 Evidence Base (examples)
 Woods Kashineth, & Goldstein (2004)
 Frey & Kaiser (2011)
 Hancock & Kaiser (2002)
 Christensen‐Sandfort & Whinnery (2013)
 Harjuloa‐Webb and Robbins (2012) Response Prompting Procedures
 Graduated Guidance
 Denny et al. (2001)  System of Least Prompts
 Grisham‐Brown, Schuster, Hemmeter, & Collins (2000)  Most to Least Prompts
 Grisham‐Brown, Schuster, Hemmeter, & Collins (2000)  Time Delay
 Constant Time Delay
 Grisham‐Brown, Pretti‐Frontczak, Hawkins, & Winchell (2009)
 Progressive Time Delay
 Ledford and Wolery (2013)
Element 4: Performance Monitoring
Performance
monitoring
practices vary in
frequency,
intensity, and
intent
Tier 3: Progress toward individualized outcomes
Tier 2: Progress toward targeted outcomes
Tier 1: Progress toward common outcomes
REVISE INSTRUCTION
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Issues: Performance Monitoring
 Match between instruction tier and performance tier  Amount of data collected is different depending on tier
 Methods differ for each tier
Performance Monitoring practices vary frequency, intensity, and intent matched to the tier of instruction
Tier 3: Progress toward individualized outcomes
Tier 3: Individualized, Intensive and Intentional Instruction
Tier 2: Progress toward targeted outcomes
Tier 2: Targeted and Temporary Instruction
Tier 1: Progress toward common outcomes
Tier 1: Universal Instruction
Performance Monitoring
Tier 1
Tier 2
• Annually
• Semi‐
Annually
• Quarterly
• Repeated • Weekly
• Monthly
Tier 3
• Minute by minute
• Hourly
• Daily
• Weekly
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Within Tiers • Tier 1: Re‐administration of authentic and comprehensive assessment originally conducted to obtain baseline • Tier 2: Repeated administration of targeted probes that emerge from the more comprehensive assessment
• Tier 3: Counts and tallies, written narratives, and/or permanent products related to individualized skills/concepts
…..Fred Rogers
Please think of the children first. If you ever
have anything to do with their
entertainment, their food, their toys, their
custody, their day or night care, their
health care, their education – listen to the
children, learn about them, learn from
them.
THINK OF THE CHILDREN FIRST.
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