Transcript Using a Routine-Based Instructional Process: Embeded

Inclusive Placement Opportunities
for Preschoolers:
A Systems Approach to Preschool
Inclusive Practices
A project of the
Virginia Department of Education
and the
Training and Technical Assistance
Centers of Virginia
Using a routine-based
instructional process
in early childhood programs
Activity: What does routine-based
instruction mean to you?
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In groups of 3 or 4, complete the mind map with ideas
about routine-based instruction
Mind map
Routine-based
instruction
Gallery walk
New idea
New idea
Routine-based
instruction
New idea
New idea
Routine-based instruction
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Selecting objectives to teach and the routines in which
to teach them
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Teaching and recording progress on children’s
objectives
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Evaluating student progress
Advantages of
routine-based instruction
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Represents typical instructional format
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Includes environmental cues to elicit desired behaviors
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Provides opportunities for appropriate peer interactions
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Enhances student motivation
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Maximizes the efficiency of instructions
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Allows for multiple opportunities to practice objectives
Advantages of routine-based
instruction (cont’d)
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Promotes likelihood that skills will be remembered
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Increases likelihood that learning will be active
•
Provides a reality check as to whether an objective
is really important to teach
Review routine-based interview
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Look at information received from families
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Determine and write functional goals
How to translate IFSP/IEP goals
into functional goals
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Functional goals
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Reflect concerns of the family
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Are “jargon free”
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Address skills and behaviors immediately useful
in children’s everyday routines
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Are integrated into daily routines
o
Are evaluated with a logical criterion
Functionality test
When reading a goal, the answer to “Why is the child
working on this goal?” should be immediately
apparent within the goal itself
How to write functional goals
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Five guiding principles
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Make outcome statements meaningful
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Objectives and strategies should make use of
existing attributes
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Evaluate outcomes meaningfully
o
Encourage all to have an investment in outcomes
o
Functionality guides writing
Let’s practice
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In pairs, review the assessment information
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Write functional goals and objectives for the child
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Refer to the guiding principles
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Use Goal Functionality Scale II
Guiding principles in action
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Meaningful
o
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Make use of existing attributes
o
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Kim will hang up her jacket once a day
Everyone is invested
o
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Kim likes to see her name in writing
Evaluate outcomes meaningfully
o
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Kim will hang up her jacket on the hook with her name
Kim’s family will use a hook at home for jackets
Functionality
o
Kim is currently dropping her jacket on the floor in a hurry,
becoming upset when asked to return from free play to pick it up
Steps in routine-based instruction
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Step: Select routines as instructional contexts
for objectives
o
Review routine-based interview information, portfolio
and other assessment information
o
Select functional objectives
o
Decide when and what routines to teach objectives
within
Selecting routines in which to teach
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Look at your daily schedule
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Review the goals
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Use a matrix to “plug” goals into specific routines
Selecting routines
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Ask:
o
Does the objective naturally fit into the performance
of the routine?
o
Will performing the skill lead to more independence
within the routine?
o
Is the routine where the skill will be taught fairly easy
for most to perform independently?
Selecting routines in which to teach
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Remember that children with disabilities learn quicker
and remember longer if objectives are taught in multiple,
natural routines
Activity
•
Use blank Master Plan form to develop routines
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Determine which routines will be used to teach functional
goals and record on form
Steps in routine-based instruction
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Step: Select teaching strategies to use when teaching
objectives within routines
Teaching strategies fall into
three broad categories
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Classroom environment, schedule and activity
modifications
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Selection and use of materials
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Selection and use of intervention or teaching strategies
Classroom environment
modifications
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Environmental arrangement
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Do the children have access to materials?
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Is there ample space to move freely about the room?
o
Are transitions planned using a structured approach?
o
Are there a variety of activities during the day that use
a combination of both structured and nonstructured
activities?
Classroom schedule
Child- versus adult-directed activities: Is there a balance
between adult- and child-directed activities?
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Use child-directed when:
o
Learning cause and effect is important
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Encouraging exploration
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Sustaining play
Classroom schedule
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Use adult-directed when:
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Focusing on specific child behaviors and skills
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Child needs structure to engage at higher levels
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Introducing certain topics of importance
Classroom activities modifications
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Simplify a task by breaking it into smaller parts
o
Break the tasks into more manageable parts
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Change or reduce the number of required steps
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Break down a complicated task into its parts
Steps in routine-based instruction
Step: Selection and use of classroom materials
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Modify the materials so that children can participate
as independently as possible
o
Put materials at the optimal level
o
Stabilize materials using tape, Velcro, etc.
o
Modify the response required
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Make the materials larger or brighter
Activity: Let’s practice
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What modifications would you make to the
environment, materials, schedule or activities?
Selection of teaching strategies
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Child-controlled
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Teacher-guided
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Teacher-directed
Selection of teaching strategies
Child-controlled strategies
When should child-controlled
strategies be used?
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When teaching specific skills or concepts
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When explicit instruction is needed to teach a learning
objective
Deciding to use
child-controlled strategies
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Guidelines in determining include:
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Child’s objective is unique
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Child must learn a skill or concept to access
the ECE curriculum
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Child must learn a survival skill
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Child is making slow progress
Child-controlled strategies:
modeling
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Teacher displays behavior she wants the children to use
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Teacher demonstrates or shows children what to do
to begin a project
Child-controlled strategies:
peer-mediated strategies
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Teach peer the skill
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Teach peer how to help child
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Use different peers
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Acknowledge peer’s contributions
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Teach peer to only help when needed
Child-focused strategies:
reinforcement
Positive reinforcement increases the likelihood of the behavior
happening again
o
Pleasant consequence (verbal, material)
Child-focused strategies:
differential reinforcement
of other behavior
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Reinforce for something good
Selection of teaching strategies:
teacher-guided
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Embedded Learning Opportunities (ELOs)
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Short teaching episodes
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Embedded in routines
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Focus on child’s individual learning objectives
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Instructional component planned ahead
Basic steps to embedded
learning opportunities
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Clarify the learning objective
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Gather baseline information about current level
of performance
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Use an activity matrix to select routines
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Design how you will teach and write it on a planning form
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Implement the instruction
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Periodically check for mastery
Teacher-guided strategies:
incidental teaching
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Teacher arranges the environment to increase
the likelihood of child’s initiation
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Teacher waits for child to initiate verbal or nonverbal
interaction
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Teacher decides on response to elicit from child
and uses cues
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If child responds, teacher follows the correct response
with a continuation of the activity or with access
to materials
Teacher-guided strategies:
facilitate
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Teacher provides temporary assistance to help children
get to next steps of a task
Teacher-guided strategies:
support
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Teacher is involved more directly in supporting the child
to accomplish the task
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Child and teacher together decide when support
is no longer needed
Teacher-guided strategies:
scaffold
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Teacher sets up challenges for a child and assists him
or her to work at the upper limits of his or her skill
development
Teacher-guided strategies:
naturalistic strategy
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Mand model
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Teacher observes the child and notes child’s interest
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Teacher “mands” a verbal response related to child’s interest
(e.g. “Tell me what you want”)
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If child responds, teacher gives verbal praise
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If child does not respond, teacher models response and asks
child to imitate it
o
If child imitates the response, teacher describes communication
form used by the child (e.g., “You pointed to the ball.”) and gives
child praise or access to the material
Teacher-guided strategies:
time delay
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Teacher notes child needs materials or assistance
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Teacher provides time for child to make request
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If child requests, teacher give praise, verbal expansion,
and materials or assistance
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If child does not request, teacher gives prompt or model
Teacher-controlled strategies
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Prompting – typically include 3 parts
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A prompt is used to get a child to perform a behavior
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The child is praised when he performs the behavior
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The number of prompts are systematically reduced
as the child begins performing the behavior on his own
Teacher-controlled strategies:
graduated guidance
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Physically moving the child’s body parts to complete
a desired response with total physical guidance initially
given, then gradually faded
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Often used in nonverbal systems, such as a sign
or communication board
Teacher-controlled strategies:
co-construct
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Teacher and child do a project or activity together
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Teacher and child are both learners and teachers
Teacher-controlled strategies:
demonstrate
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Teacher shows the child exactly what to do for each step
of the activity
Steps in routine-based instruction
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Step: Select ways to record progress on each objective
o
Decide who will teach and record progress on each
objective
When deciding how to record
progress on each objective
decide whether to:
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Observe performance
o
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Spontaneous or when asked
Collect projects and evaluate
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Compare to child's previous products
or to a curriculum standard
Ways to observe performance
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Anecdotal notes
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Running records
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Teacher reflections
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Checklists or inventories
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Responses to questions or requests
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Rating scales
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Parent input
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Other child progress monitoring forms
Ways to collect products
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Writing samples
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Drawings and other art samples
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Audiotapes of children retelling, dictating or reading
stories
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Videotapes of story reenactments and play
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Photographs of large projects
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Completed projects
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Logs of books read to or by children
Steps in routine-based instruction
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Step: Teach and record progress on children’s objectives
o
Remember to:

Date assessment results

File in portfolio by chronological order, curriculum
area or category of development
When deciding who will teach and
record progress on objectives:
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Consider that children with disabilities learn quicker and
remember longer if objectives are taught by more than
one person
Teach and record progress
on children’s objectives
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Remember to date assessments
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File in portfolios in chronological order by curriculum
area or category of development
Activity
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Identify ways to record progress on each objective
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Reality check: Are ways to record progress easy
and relevant?
Steps in routine-based instruction
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Step: Evaluate children’s progress on objectives
and share results with families
o
Review progress, prepare to share results with
families and select new objectives to teach

Compare result to previous work (e.g., individual
expectations) and a curriculum standard

If learned, then select new objectives to teach
Progress reports
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During arrival
o
Conner has begun smiling at his friends and
vocalizing in response to their greetings
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During circle
o
Conner is sitting upright in a corner chair without adult
assistance to keep his head up for three minutes. He
loves the chair because it allows him to sit on the floor
next to his buddy, Juan. Conner is also using the jelly
bean switch independently to turn our good morning
circle song on and off.
What else can we clarify
related to routine-based
instructional process?