Project DIRECT: Defining Itinerant Roles for Early Childhood Teachers William McInerney & Laurie Dinnebeil University of Toledo What is the Least Restrictive Environment? To the maximum extent appropriate,
Download ReportTranscript Project DIRECT: Defining Itinerant Roles for Early Childhood Teachers William McInerney & Laurie Dinnebeil University of Toledo What is the Least Restrictive Environment? To the maximum extent appropriate,
Slide 1
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 2
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 3
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 4
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 5
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 6
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 7
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 8
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 9
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 10
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 11
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 12
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 13
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 14
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 15
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 16
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 17
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 18
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 19
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 20
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 21
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 22
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 23
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 24
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 25
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 26
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 27
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 28
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 29
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 30
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 31
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 32
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 33
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 34
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 35
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 36
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 37
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 38
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 39
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 40
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 41
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 42
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 43
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 44
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 45
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 46
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 47
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 48
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 49
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 50
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 51
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 52
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 53
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 54
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 55
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 56
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 57
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 58
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 59
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 60
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 61
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 62
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 63
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 64
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 65
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 66
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 67
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 68
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 69
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 70
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 71
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 72
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 73
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 74
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 75
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 76
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 77
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 78
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 2
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 3
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 4
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 5
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 6
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 7
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 8
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 9
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 10
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 11
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 12
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 13
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 14
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 15
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 16
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 17
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 18
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 19
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 20
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 21
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 22
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 23
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 24
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 25
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 26
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 27
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 28
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 29
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 30
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 31
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 32
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 33
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 34
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 35
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 36
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 37
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 38
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 39
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 40
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 41
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 42
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 43
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 44
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 45
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 46
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 47
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 48
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 49
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 50
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 51
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 52
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 53
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 54
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 55
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 56
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 57
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 58
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 59
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 60
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 61
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 62
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 63
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 64
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 65
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 66
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 67
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 68
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 69
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 70
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 71
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 72
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 73
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 74
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 75
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 76
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 77
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection
Slide 78
Project DIRECT: Defining
Itinerant Roles for Early
Childhood Teachers
William McInerney &
Laurie Dinnebeil
University of Toledo
What is the Least Restrictive
Environment?
To the maximum extent appropriate, children
with disabilities are educated with typical
peers.
Separate schooling only when nature and
severity of disability prevents satisfactory
education in regular education (with use of
supplementary aids and services).
LRE for Preschool
Natural environment includes child's home, or other
ECE community-based programs in which children
without disabilities participate.
Trends in Enrollment in Itinerant
ECSE Services in Alabama
As of Fall 2007, there were 7,111 preschoolers in
Alabama who received Part B services
(www.ideadata.org)
Time Spent in Regular ECE Programs
% of Time 80%>
% of Children 76%
40-79%
<40%
5%
6%
Importance of Itinerant ECSE
Service Delivery
As increasing numbers of students are
served in inclusive settings such as childcare
centers, families’ homes, Head Start centers,
and nursery schools, it becomes imperative
to define effective itinerant practices.
Effective itinerant ECSE practices support
inclusion—a principle that is highly valued by
the field.
Purpose of Itinerant Service
Delivery
Supports inclusion in community-based early
childhood settings or other natural environments.
Inclusion is highly valued within the ECSE
community. DEC’s Position Statement on Inclusion
Inclusion represents a strong LRE (Least Restrictive
Environment) option preferred by the U.S.
Department of Education and the Office of Special
Education Programs.
Itinerant Service Delivery:
Direct or Consultative (Indirect)?
Consultative
Assist educators and
primary caregivers to
provide specialized
instruction and plan ways
to address IEP goals
within the course of the
child’s typical day and
routine activities.
Direct
Tutor the child focused on
IEP goals within the
context of ongoing
activities or outside of the
child’s typical day. IEPbased instruction is
limited to the itinerant’s
visit.
Background on
Indirect/Consultative Services
Leading ECSE researchers have
recommended an indirect approach to
service delivery.
This model is one of the Recommended
Practices acknowledged by DEC, ECSE’s
leading professional organization (McWilliam,
2005).
Assumptions of an Itinerant ECSE
Service Delivery Approach
For inclusion to be successful, Wolery (2003)
suggests that:
•
•
Learning environments should be of high quality
Classroom staff need support to provide
individualized instruction to children with
disabilities
To the degree that the environment does not
meet these criteria, inclusion will not be
successful.
Consultation and
TRIADIC Intervention
“[A]n indirect, triadic service delivery model”
Indirect and triadic—the focus of the work
is still on meeting the needs of the child.
However, the person who directly
addresses those needs is the partner
teacher or parent, not the itinerant
The TRIADIC Model
The triadic service delivery
model is an INDIRECT
intervention model in which a
consultant (the Itinerant
ECSE teacher) supports
children’s development by
working primarily with a
consultee (ECE teacher
partner or parent) rather than
directly with the child.
Child
Itinerant
ECSE
Teacher
ECE
teacher
or
Parent
The TRIADIC Model continued…
The intent of TRIADIC intervention is to
support the child’s development by improving
the knowledge and skills of the ECE partner
teacher or parent (consultee).
By doing so, the ECE partner teacher or
parent, who usually spends more time with
the child, will be more intentional and effective
in her interactions with the child.
The TRIADIC Model continued…
The ultimate effect of TRIADIC intervention is
that the child’s development is accelerated as
a result of more frequent intervention
(because the ECE partner teacher has greater
opportunities to interact
with or teach the child)…
The TRIADIC Model continued…
Also….in addition to helping the ECE partner
teacher or parent increase the frequency of
instruction, the QUALITY of her instruction is
enhanced since the consultant has helped her
learn new information and skills through the
consultation process.
Definition of Consultation
Through a series of meetings and
conversations, the consultant [itinerant ECSE
teacher] helps the consultee [ECE teacher or
primary caregiver] through systematic
problem solving, appropriate use of social
influence, and professional support. In turn,
the consultee helps the client(s)
[child/children] with full support and
assistance from the consultant.
Definition continued…
The purpose of consultation is to address the
immediate concern or goal as well as to
prevent similar problems from occurring in the
future (Buysse & Wesley, 2005).
Key Factors in the
Consultation Model
It is essential that both Itinerant ECSE teachers,
their partners and their supervisors (including the
ECE supervisor or administrator) agree on the
intended outcome of the consultation process
The overall goal of consultation is to implement the
child’s IEP by enhancing the skills of the ECE
partner teacher or the child’s parent.
Research Base for Consultation in
Itinerant ECSE Services
Empirical evidence is related to the use of
behavioral consultation in the fields of EI/ECSE.
Effectiveness of consultation, however, is well
established in the fields of special education and
school psychology (Gresham & Kendell, 1987;
Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;
Sheridan, Welch, & Orme, 1996)
Consultation Supports Other
Evidence-Based Practices
Consultation, as a service delivery model, is
supported by several other principles of
special education instruction that are relevant
to early childhood special education,
including:
Stages of Learning
Distributed vs. Massed Practice
Embedded Learning Opportunities
Naturalistic Intervention
Coaching vs. Consultation
(Dinnebeil, Buysse, Rush, & Eggbeer, 2008)
Coaching:
Interactive process of
reflection and feedback
designed to help a
person refine existing
practices or develop
new skills.
(More proximal outcomes)
Consultation
Indirect, triadic service
delivery model in which
a two people work
together towards a
common goal or
outcome.
(More distal outcomes)
Components of Effective IECSE
Consultation Service Model
Monitoring of Child
Progress
Analysis of Learning
Environment
Feedback/Partner
Progress
Prioritizing Child IEP
Objectives
Transfer of
Knowledge, Skills,
Attitudes & Values
Administrative
Support
Interpersonal
Communication Skills
Communication with
Families
Self-Advocacy &
Professional
Development
Roles of Consultant
Observer/‘ Reflector’
•
Fact Finder
•
‘teaches’ partner specific SPED strategies
Expert
•
offers alternatives and participates in decisions
Trainer/Educator
•
gathers child ‘data’ and intervention support
Problem Solving Partner
•
raises issues for partner reflection. ‘What if………’
recommends partner practice options or strategies
Advocate (child and partner)
•
‘lobbies’ for supports for child and partner
Adapted from Lippett & Lippett (1986)
Key Factors in the Consultation
Model
It is essential that both consultants and
consultees (or partner) agree on the intended
outcome of the consultation process
The overall goal of consultation is to implement
the child’s IEP through enhancement of the
skills of the consultee (or partner)
Critical Components of Consultation
The following are 3 interrelated components of
consultation (Buysse & Wesley, 2005)
A. Problem-Solving
B. Professional Support
C. Social Influence
Consultation Objectives and
Outcomes
Assist partner in acquiring a new skill
•
Introduce new resource
•
Relocate literacy area to decrease auditory distraction
Reframe perspective of partner
•
Use of microswitch to activate spin art
Modify environment
•
Use of PECS system
Adapt materials
•
Use of systematic prompting
Explain implications of ADHD re: child compliance
Modify routines or schedules
•
Children required to ‘plan’ prior to choice of activity
Adapted for Hanft and Place (1996)
8-Stage process within CONSULTATION
(Buysse & Wesley, 2005)
1:
2:
3:
4:
5:
6:
7:
8:
Gaining Entry
Building the Relationship
Gathering Information
Setting Goals
Selecting Strategies
Implementing the Plan
Evaluating the Plan
The Summary Conference
Progression of
Consultation Partnership
Phase
1
CA
Phase
2
CA
Intro
CA
Intro
RB
Cf
Phase
3
CA
Intro
RB
Cf
Phase
4
CA
Intro
RB
Cf
Ptn
Phase
5
Strategic Objectives - Stages of
Consultation
Stage 1 - Gaining Entry
•
Factors that Itinerant ECSE may need to address to
decrease partner apprehension re: objective of
partnership and potential for unequal partnership
Affect of possible unequal levels of formal education on
partnership
Perception of inferiority re: SPED skills
Intrusion of another professional into environment
Trustworthiness of Itinerant ECSE
Concern that child outcomes may become their sole
responsibility
Stage 1 cont’d…
•
Itinerant ECSE Professional must acknowledge and
address their own…
Anxiety
Personal values
Professional values
Expertise in ECSE
Expectation for success in Itinerant ECSE consultation
role
Stage 2 – Building the Relationship
•
Shape the Basis for Consultation Relationship
Develop awareness of personal and professional
perspective of partner. What is ‘in it’ for her in this
partnership? What is ‘in it’ for IECSE teacher?
Establish priorities of partner for development of
target child and other children (e.g. classroom,
childcare or home)
Understand that an effective partnership is
developed through trust, support and mutual
respect and meeting expectations of partner for
support
Resist the ‘Quick Fix’ role - Consultant as discrete
‘problem solver’
Determining Partner Concerns and
Goals for Child: Sample Interview ?s
What do you hope _______ will learn to do next?
What is important for me to know about ______ ?
How does _________ compare to his peers in the
various areas of development?
In what ways is _________ different from the other
children in the classroom?
What do you think _______’s parent(s) expect for him?
Skills he will learn? Next educational environment?
Stage 3 - Gathering Information
Establish experience of partner with
consultation:
• ‘Have you ever worked with a consulting teacher,
speech therapist, etc.?’
• ‘What were some of the positive outcomes for you?
• ‘What were some of the positive outcomes for your
child?
• ‘What do you feel are the most important aspects of
early childhood development?’
• ‘What are your thoughts about inclusion of young
children with special needs in preschool?’
Stage 3 - Gathering Information
cont’d…
Establish knowledge base of partner re: early childhood
education/SPED
•
‘How have you come to learn about early childhood
development?’
Establish related ‘professional’ experience of partner re:
early childhood education/ECSE
•
•
‘How many years have you been involved in ECE?’
‘What are some of the experiences you have had in ECE
programs?’
Stage 4 - Setting Goals
Itinerant ECSE teacher and partner agree on:
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
Stage 5 - Selecting Strategies
Itinerant ECSE teacher and partner
agree on methods that will be
adopted to address:
•
A) Priority learning objectives for child
B) Priority professional / personal (parent)
development objectives
•
•
Print, video or web-based information materials
Demonstration of techniques by Itinerant ECSE
Stage 6 - Implementing the Plan
•
Itinerant ECSE teacher and partner agree
to address priority learning objectives of
child (see Stage 4) via:
Analysis of learning opportunities in daily routines
(school or home)
Development of Intervention Planning Matrix
linking priority learning objectives with
opportunities
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to implement systematic instruction via:
1.
Embedded learning
2.
Incidental instruction
3.
Direct instruction (e,g, applied behavior analysis,
hierarchy of prompting/ system of least prompts,
time delay)
Stage 6 - Implementing the Plan
cont’d…
•
Itinerant ECSE teacher and partner agree
to address professional development
objectives (established in Stage 4) of
partner:
Partner accesses resources to improve
knowledge
Partner accesses resources and/or practices
newly acquired or refined skills
Stage 7 - Evaluating the Plan
•
Itinerant ECSE teacher and partner agree
to evaluate plan for implementation of
child-focused intervention via:
Periodic observation of systematic instruction
(IECSE teacher as observer). There is evidence
that priority IEP objectives are addressed on a
daily basis by partner
Improvement in priority IEP-focused skills or
behaviors of child are observed by IECSE
Stage 7 - Evaluating the Plan cont’d…
•
Itinerant ECSE teacher and partner agree to
evaluate plan for professional development
objectives (established in Stage 4) of partner:
Partner describes effect of acquired information
on understanding of disability condition (s),
planning skills and/or teaching skills
Partner demonstrates acquisition of skills or
refinement of skills during observation of Itinerant
ECSE teacher
Stage 8 - Summary Conference
•
Itinerant ECSE teacher and partner review and
evaluate:
Effectiveness of intervention plan in meeting IEP
outcomes for child
Effectiveness of coaching in supporting partner to
access relevant developmental or disabilityrelated information
Effectiveness of coaching in supporting partner in
addressing priority IEP objectives in daily routines
and activities (home or classroom)
Stage 8 - Summary Conference
cont’d…
•
Itinerant ECSE teacher and partner review
and evaluate:
Effectiveness of coaching in supporting partner in
acquiring targeted intervention / teaching skills
Effectiveness of coaching in supporting partner in
refining targeted intervention / teaching skills
Outcomes of Consultation
Improved comfort level of consultee
•
Consultee may feel less isolated and in greater
control of situation after working with consultant
Outcomes of Consultation
continued…
Increased skills or knowledge of consultee
•
•
•
•
Consultee has a “bigger tool box” to use when dealing
with challenging situations.
Consultee understands function of child’s challenging
behavior and changes the way she interacts with the
child
Consultee is able to provide IEP-based instruction
BETWEEN itinerant visits.
Consultee can better engage in problem-solving to
address difficult issues
Outcomes continued
Children’s development is enhanced:
•
•
•
Children are better able to participate in routine
activities throughout the day.
Children’s interactions with others (adults and
peers) are improved.
Children have the consistent support they need to
access the general curriculum
Outcomes of Consultation
continued…
Changes in child’s environment
•
•
The child’s classroom is rearranged to promote
active exploration and interaction
Materials and expectations may be modified in
accord with children’s skills
Outcomes of Consultation
continued…
Improvements in service delivery systems
•
The child’s Speech Pathology schedule is
modified so the child can be observed by the
SLP in an informal, play-based activity to
determine response to peer communication
attempts
Factors that Influence the
Effectiveness of the Consultation
Process
Time Demands (e.g. caseload, travel, planning time)
•
Create released time (volunteer relief, university students, subs)
•
Schedule meetings
•
Establish consultation logs / information exchange (e.g. listserv)
Administrative Support
•
Letters of Introduction
•
‘Contract’
Partner’s Expectations for ‘Consultation’
•
Ask….
Partner’s Understanding and Expectation re: Consultation
•
Identify and determine (e.g Self-Assessment tool . . .)
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
10. Good Communicator
9. Understands the System
8. Trustworthy
7. Confident
6. Effective in Establishing Rapport
Top 10 List…Indicators of ECE Partner
Satisfaction with Consultation
Characteristics of Effective Consultants
5. Approachable
4. Knowledgeable
3. Demonstrates Respect for ECE Partner
2. Maintains Confidentiality
1. Practices in an Ethical Manner
nKnoff, McKenna and Riser (1991)
Factors in Intervention Planning Itinerant ECSE Consultation Model
•
•
•
•
Quality of LRE placement
Establishing priority of IEP objectives (use of MEPI
Analysis Model)
Determination of parent perception of relative
importance of each of their child’s IEP objectives
Familiarity with rhythms and routines of ECE or home
environment
Element I
Rationale for Services in LRE:
A Proactive Decision Model
1.
2.
3.
4.
Consideration of child’s current skill levels
Expected effect of maturation on skill development
Outcomes associated with inclusion in community
settings, including prior expectations/interactions
Match of developmental needs of child with
opportunities that exist in ECE setting or home
environment
Rationale for Services in LRE
cont’d…
5.
6.
Expectation that staff resources, administrative
support and quality of ECE environment will support
child development
The IEP team should consider whether an inclusive
placement option (e.g. community setting) is
appropriate if child has developmental delays that will
require consistent and direct instruction
Element II
Prioritizing of IEP Objectives
1.
2.
3.
4.
5.
6.
Some skills may require direct and consistent
intervention by partner
Effects of maturation and peer interactions should
be considered
Some skills may be preferred by parent and / or
ECE partner vs. other skills
Some skills or behaviors may be ‘essential’ to
success in the ‘Next Environment’
Some skills or behaviors may develop as a result of
peer acceptance and interaction
Some skills or behaviors may be acquired via
incidental teaching
Realities:
Prioritization of IEP Objectives
When there are multiple children with IEPs in the
classroom, ECE partner will not be able to address all
objectives thru consistent and direct instruction
Most children have some IEP objectives that can be
addressed appropriately without consistent and direct
instruction
The LRE environment should be expected to support
development of IEP objectives
MEPI Model: Establishing Level of
Intensity of Intervention - IEP Objectives
Primary mode of ‘intervention’ is determined for
each IEP Objective (M, E, P or I)
ECE partner understands their responsibility in
addressing IEP objectives
Parents understand their responsibility in addressing
IEP objectives
Element III
Intervention Planning
1.
Identify opportunities within SPECIFIC daily routines
to address PRIORTY IEP objectives
2.
Identify daily opportunities for INCIDENTAL
teaching that will address IEP objectives (Matrix
Planning)
Intervention Planning
Embedding Opportunities in Daily Routines
Examples include………
• Shape identification in setting snack table (e.g plates)
• Seriation (relative ordering of objects by characteristic) in
lining up for gym by height (3-5 children)
•Asking for items that are placed out of reach
•Pouring liquids during water play, snack, watering plants
•Selecting items by color in providing paint to peers
•Fastening smocks in art area (zippers, buttons, clasps)
Analysis of
ECE Learning Environment
Objective: Itinerant ECSE teacher and partner
identify multiple opportunities within daily routines
where IEP objectives (M, E or P level) can be
addressed in typical activities expected of all children
(see previous examples) in classroom or home
environment
Analysis of ECE Learning
Environment cont’d…
1.
2.
3.
Itinerant ECSE and ECE partner review activity plans
and schedules
Itinerant ECSE and ECE partner identify recurring
routines within activity plans and schedules
Itinerant ECSE and ECE partner discuss naturally
occurring learning opportunities within daily activities
Planning for Intervention:
8 Key Activities
1.
2.
3.
4.
IEP objectives are prioritized via MEPI analysis
Opportunities for incidental teaching within the typical
daily routines and in developmentally appropriate
activities are identified
INCIDENTAL teaching strategies to be used within
routines are identified
Opportunities for direct instruction are identified
Planning for Intervention:
8 Key Activities cont’d…
5.
6.
7.
8.
Appropriate DIRECT instruction strategies are identified
IEP Objective x Routine x Intervention MATRIX is
developed
Identify appropriate schedules for MONITORING of child
progress
Identify efficient ‘tools’ to monitor child’s progress
Activity-Based Intervention Matrix
DAILY SCHEDULE
OF ACTIVITIES
Objective #1:
Objective #2:
Objective #3:
Objective #4:
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
# Opportunities: _____
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix A
DAILY SCHEDULE
OF ACTIVITIES
IEP Objective #1:Making Choices
(Level E, P)
Center Time
Block center or housekeeping?
Classroom Chores
Water plants or feed fish?
Snack/Cooking Activity
Pudding or milkshakes?
Small Group-Art
Which art materials to use?
Going to Park with Parents
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Activity-Based
Intervention Matrix B
HOME - SCHEDULE
IEP Objective #1:Making
Choices (Level E, P)
Breakfast
Block center or housekeeping?
Laundry w Mom
Water plants or feed fish?
Lunchtime Preparation
Pudding or milkshakes?
Reading Time
Which art materials to use?
Playing with my Brother
Slide or swing?
# Opportunities: 5
adapted from Grisham-Brown and Hemmeter, 1998
Planning for Intervention:
Specific Teaching Strategies
Three primary modes of instruction:
1.
2.
3.
DIRECT instruction
INCIDENTAL instruction
PEER-MEDIATED instruction
Direct Instruction Strategies
Coaching by Itinerant ECSE Teacher
Fundamentals of ‘Special Education’ strategies:
•
•
•
•
•
•
•
•
Hierarchy of Prompting/ Least Prompts
Task Analysis - Forward or Backward chaining
Rewarding Appropriate Behavior
Shaping and Successive Approximation
Ignoring and Extinction procedures
Rewarding Incompatible or Alternative behaviors
‘If, then’ contingencies / Premack Principle
Time Delay / Progressive Time Delay
Incidental Instruction
Opportunities for learning across the environment
and across classroom or home routines
Opportunities to provide direct or indirect instruction
Opportunities for instruction to meet needs of
children with significant developmental needs
Incidental Teaching Strategies Sample Strategies
Insufficient Materials
Inadequate Portions
Limiting Access
Unexpected Events
Offering Choices
Incidental Teaching strategies and rationale for their
use, including video clips, are available @ SPIES
Website
Peer Mediated Intervention
Typical peers can serve as important contributors to
the development of their peers with developmental
disabilities however their engagement must be the
result of carefully planned interactions with their
peers who have developmental disabilities
Peer Mediated Intervention - Sample
Strategies
There are a number of established peermediation strategies, including:
• Peer affection games - simple child games and songs are
modified to require social interaction of children with
SPED needs and typical peers (e.g. Duck-Duck-Goose, “If
you are happy and you know it, shake _______’s hand”,
“Button, button, who has the button?”, etc.)
• Grouping of peers per recommendations related to
enhancing imitation learning
A Hierarchical Planning Model for
Consultation
Step 1- What does student need to learn
Review IEP objectives
Step 2 - What environmental modifications will facilitate
acquisition of skills/behaviors?
Conduct observation of learning environment
Complete Activity x IEP Objective Matrix
Step 3 - Which learning strategies will facilitate
acquisition of these skills/behaviors?
Identify appropriate indirect/incidental and direct
instruction options
A Hierarchical Planning Model for
Consultation cont’d…
Step 4 - Which consultation strategies will be effective in
transferring knowledge to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 5 - Which consultation strategies will be effective in
transferring skills to partner?
Identify ‘partner-friendly’ consultation strategies /
interpersonal communication
Step 6 - How will efficacy of consultation be determined?
Strategies to monitor child progress
Strategies to monitor partner relationship
What is Progress Monitoring?
Progress monitoring is a scientifically based
practice that is used to assess students’
academic performance and evaluate the
effectiveness of instruction. (National Center
on Student Progress Monitoring, 2008)
Principles for Progress
Monitoring
Tracking or monitoring children’s progress
towards achieving IEP goals and objectives
means that data is collected:
at regular intervals
over time
during activities and routines when one would
expect the child to use the skill or exhibit the
behavior
Dilemma of the Day!
How can progress monitoring occur when a
child is served by an itinerant ECSE teacher
who only visits the classroom or home once a
week for about an hour?
Sharing Responsibility
In order to effectively monitor children’s
progress towards meeting IEP objectives, it’s
essential for adults who are with children on a
regular basis help to collect data.
Sharing Responsibility
Create “buy-in” by general education partner
Make sure that data collection methods are
effective but realistic
Make sure that data collection is reliable
(practice together to train each other)
Troubleshoot challenges to data collection