Transcript Early Childhood Paraprofessional Module

Early Childhood
Paraprofessional Module
Arkansas Department of Education
Special Education Unit
Early Childhood
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Sign-in
Print name
School District
Social Security
Pre-test
Circle pre
Complete test
Turn in to be scored
Activity 1
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Brainstorming Activity
Characteristics of babies 10 days to 6 months
Characteristics of babies 1 year to 2 years
Characteristics of children 3 years to 5 years
Human Development
Section A
Principals of Typical
Human Development
All people grow and
develop in patterns and
stages that may vary in
the length of time
required to complete
each sequence, but the
patterns are predictable
from on person to
another.
Theories of Development
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Maturationist Theory
Behaviorist Theory
Psychosocial Theory
Cognitive Theory
Sociocultural Theory
Ecological Systems
Theory
Brain Development
Handout 1
Stages of Development
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Step by step process
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Does not necessarily proceed evenly
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Proceeds from concrete and simple to
abstract and complex
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Language is unique to humans
Basic Principal of Human Development
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Development in all people is similar
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Development is an orderly process with
stages/patterns that can be predicted
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Development proceed from the general to the
specific
Handout 2
Basic Principal of Human Development
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Development proceeds from the upper portions of
the body toward the lower portions-from head to toe
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Development proceeds from the center of the body
to the outer body parts
Basic Principal of Human Development
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Development proceeds at different rates
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Development can proceed at different rates within
an individual person
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Physical, cognitive, social and emotional
development are interrelated and affected by the
interaction of heredity and environment
Terms Used in the
Study of Human Development
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Cognitive Development
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Communication
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Development
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Developmental Delay
Handout 3
Terms Used in the
of Human Development
Study
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Emotional Development
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Physical Growth
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Human Development
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Language
Terms Used in the
of Human Development
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Learning
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Maturation
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Normal/Typical
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Physical/Motor
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Social
Study
Terms Used in the
of Human Development
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Speech
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Theory
Study
Developmental Checklist
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Birth to 24 months is time of greatest growth
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24 to 36 months is one of many changes
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3 to 5 years children learn by observing
Handout 4
Factors That May Impede
Human Development
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Down’s Syndrome
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Sickle Cell
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Hemophilia
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Prenatal
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PKU
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Natal
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Rhetts Syndrome
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Postnatal
Handout 5
Simulation Activities
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Simulation 1 – Hearing Loss
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Simulation 2 – Vision Loss
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Simulation 3 – Physical Disability
Instruction
Section B
Early Childhood Instruction
Section B
Objectives:
1. On-going assessment of progress and
toward development/educational goals
2. Keeping data on progress
3. Developmentally appropriate
Early Intervention Categories of Disabilities
Birth To Three Years
Developmental Delay or
Disability
Diagnosed Physical or Mental
Condition
To Determine Eligibility
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Multidisciplinary Evaluation
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Eligibility
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Individual Family Service Plan
Components of the IFSP
General Information
Outcomes to be achieved
Current level of
cognitive development
speech and language
social development
physical development
Support services
Child’s strengths
Procedures for transition
Family strengths
Start and duration dates
Who is responsible for plan
IFSP
Early Childhood
Special Education Program
3-5 Eligibility Criteria
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Autism
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Orthopedic
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Other Health
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Speech or Language
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Traumatic Brain Injury
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Visual Impairment
Deaf-Blindness
Deafness
Hearing Impairment
Multiple disabilities
Noncategorical
Individualized Education Plan
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Written statement
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Developed by a team to include parents
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Is individualized based on the child’s needs
Components of an IEP (3-21)
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Statement of measurable annual goals
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Description of how goals will be measured
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Time line for progress toward goals
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Statement of special education and related
services that are to be provided
Components of an IEP (3-21)
Statement of modifications or supports
1. to advance toward goals
2. to be involved and make progress in
general education
3. to participate in extracurricular and non
academic activities
4. Participation with nondisabled peers
IEP
Observation
Observation should:
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Be done for a specific reason
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Provide samples of behavior over time
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Provide samples of behavior in variety of settings
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Be objective
Why We Observe Children
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Get to know each child
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Document learning and development over time
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Gives basis for planning
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Document behaviors that support concerns
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Improve teaching skills
Video
Getting to Know Children Through Observation
Arkansas Department of Human Services (26 minutes)
When We Observe Children
Have a focus
Avoid labels
Vary situations
Avoid judgment words
Vary times of day
Avoid interpreting
Record over time
Record what child can do
Use action words
Record as events occur
Record what child says
Activity 2
Observation or Judgment
Read each scenario. In groups discuss the
words that demonstrate observation,
judgments, labels or interpretations of
situations.
Share with entire group
5 to 8 minutes
Handout 6
Keeping Data
Types of Data Collection
Checklists
Behavior Checklists
Anecdotal Records
Interviewing
Frequency or Duration Notes
Other Data Collection
Handout 7
Activity 3
Read the list of words. If it describes
something you can see, hear, or count write
“yes” on the line in front of it. If it does not
describe a behavior that can be seen, heard
or counted, write “no” in front of it.
Group discussion
Handout 8
5 – 8 minutes
Activity 4
What is Your Learning Style?
Check the items under the three columns
that you feel is a good representation of
yourself.
Handout 9
10 minutes
Activity 5
Brainstorming Behavior Reinforcements
In your groups, develop a list of activities or
events that reinforce you to do some things
Discuss programs you have participated in
that supported efforts to change a behavior
(weight loss, stop smoking)
Developmentally Appropriate Practice
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Age Appropriate
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Individually Appropriate
Components to Consider
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Curriculum activities
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Adult-child interactions
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Ideas for materials that include children with
disabilities
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Functional assessment strategies
Play-Based Learning
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Play is a mechanism for enabling children to
progress through developmental stages
Handout 10
Through Play Children Learn
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To have fun by themselves & with others
Make choices
Increase independence
Share & cooperate
Solve problems
Follow rules
Use their imagination
Complete tasks
Improve sensory-motor skills
Lay the foundation for academic skills
Learning Environments
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Activity 6
Working in groups, discuss the three
questions and share responses with the
Group.
Handout 11
Factors to Consider in Designing a
Learning Environment
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4.
Schedule
Learning and play centers
Outdoor play
Materials that encourage children to use
their imagination and try new things
Curriculum & Activities
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Strategies for Language Development
Strategies for Social & Cognitive
Development
Strategies for Physical Development
Adaptations and Modifications
Center Modifications
Handout 12
Handout 13
Handout 14
Behavior
Section C
Instructional Objectives
Identify behavior management techniques
that will benefit all children
Identify behavior management strategies
that may be used with individual children
with challenging behaviors
Classroom Techniques
Structure rooms and activities in a developmentally
appropriate way
Positive reinforcement
Transition between activities
Help child to feel a part of the group
Other ways to avoid problems
Self-regulation as part of curriculum
Handout 15
Structure Rooms and Activities
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Children benefit from a stable and
organized classroom
Rules should be clear and consistent
Negative behaviors should not be taken
personally
Be aware of amount of stimulation in the
classroom
Activity 7
In table groups:
Read the case study on
Amy and respond to
the questions.
Handout 16
Positive Reinforcement
Behavior followed by positive reinforcers
tend to increase in strength and frequency
An appropriate and inappropriate behavior
can not be emitted at the same time
If a child’s good behavior is strengthened through
reward, the child is less likely to misbehave
Activity 8
In table groups:
Read the case study
about Michael and
respond to the
questions.
Handout 16
Effective Praise
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Is specific
Immediately follows the desired behavior
Is sincere
Activity 9 – Handout 17
Change the negative statements to positive
statements
Strategies
Observe, Identify and Describe Behavior
Learn each child’s strengths and limitations
Determine when behavior is occurring
Does the child understand
Strategies
Ignore and Extinguish Behavior
Ignore is to pay no attention to the behavior
Extinction is weakening a behavior by
removing the consequences that have
supported it
Strategies
Redirection
Replacing an inappropriate form of an
activity with and appropriate form of the
same activity
Activity 10
In table groups
Read the case study on
Billy and respond to the
questions
Handout 16
Strategies
Setting Limits
Clarifies for the child both the desired
behavior and the consequences of failure to
cooperate
Activity 11
In table groups
Read the case study on
Joshua and respond to
the questions
Handout 16
Strategies
Use Natural or Logical Consequences
Natural consequences are the inevitable
results of the child’s own actions
Logical consequences follow from the child’s
actions but involve adult intervention
Strategies
Shaping
Reinforcement of closer and closer
approximations of a desired behavior
Strategies
Stay in Charge
Develop a plan for what might be expected
and what the response should be
Handout 19
Strategies
Avoid Blaming
The child is not his or her actions
Do not expect perfection
Adaptations for Infants
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Anticipate needs and act before the infant
cries
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Provide stimulation
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Give lots of brief physical contact
Adaptations for Toddlers
Watch for frustration and intervene before
the child becomes frustrated
Rules should be simple, specific, and
consistent
Have a quiet spot so child can regain control
Points to Remember
Changing behavior is not easy
Changing behavior takes time and patience
If what you are doing is not working try something different
Expect to make mistakes
Staff should support each other
We can not fix every child in every situation
Handout 19
Post Test
Circle Post
Take assessment
Turn in assessment