Sandra Hess Robbins, M.Ed. Kristie Pretti-Frontczak, Ph.D. Carrie - - PowerPoint PPT Presentation

Sandra Hess Robbins, M.Ed. Kristie Pretti-Frontczak, Ph.D. Carrie Pfeiffer-Fiala, M.Ed. Center for Excellence in Early Childhood Research and Training http://ehhs.kent.edu/ceecrt Kent State University

• Task is to determine who

needs to learn what and how best to instruct Each child will have a different combination of needs

The floor plan for tiered instruction

Authentic Comprehensive

• Comprehensive

Interest and Preferences Family priorities and concerns

• Familiar people….

Familiar people….

• In familiar settings…

In familiar settings…

• In familiar settings…

In familiar settings…

• With familiar objects/toys….

With familiar objects/toys….

• Doing familiar things.

Doing familiar things.

Develop a present level of performance Developmental assessments Family reports Family reports Information about interests and preferences Language samples Medical summaries Observations across settings

Adam is a child diagnosed with autism. He prefers to engage in activities that require little or no social interaction such as arranging small puzzles, stacking blocks, or browsing books. Adam communicates with familiar adults when he is prompted. When he responds to an adult, he typically uses gestures or a single words/vocalization (e.g., When asked what he wants for lunch, he will usually reach or point for the item he prefers; when his mom asks “Do usually reach or point for the item he prefers; when his mom asks “Do you love me?” Adam smiles and says “Yeah”). Adam’s family would like to see him initiate greetings, describe, and answer questions with verbalization when interacting with familiar

• adults. Adam’s family would also like to see him remain engaged in

interactions for more than one turn. Lastly, his family would also like to see him respond to peer initiations more frequently with gestures

• r words.

Tier 3: Individualized

• utcomes

Tier 2: Targeted

• Tier 2: Targeted
• utcomes

Tier 1: Common

• utcomes
• !

"#

What common concepts and skills are to

be covered/taught/addressed?

Concepts and skills from developmental domains and content areas domains and content areas State standards Federal outcomes

Concepts and skills that are emerging critical to demonstrate what they know and can do components or portions of something larger

Examples

Non verbal expressions Interacting with others within group settings

Concepts and skills that are keeping the child

from accessing, participating, and making progress in the general curriculum/daily activities Examples

Examples Underlying issues or concerns Foundational or prerequisite behaviors

Tier 2

Tier 3

Component skill: Some children working on interacting Pre-requisite skill: A few children working on turn taking (Adam)

Case example Scope and Sequence

Tier 1

Tier 2

Common Outcomes: All children working

• n participation

working on interacting with other

Participation Defined: 1.Remains with group 2.Looks at person/object 3.Follows directions given 4.Interacts with

• bjects/people

Tier 3: Individualized, intensive, and intentional instruction Tier 2: Targeted and

$# #

Tier 2: Targeted and temporary instruction Tier 1: Universal instruction

#

For all learners Incidental Preventative

Broad/Generic/Constant

Broad/Generic/Constant No systematic planning of antecedents or

consequences

Emphasis is on exposure, generalization, and

use

• Environmental Arrangement
• Developmentally Appropriate Practices
• Universal Design for Learning (UDL)

Arranges classroom to provide natural

• pportunities to practice participation

Multiple means of representation Multiple means of representation Multiple means of engagement Multiple means of expression

UDL

For select groups/individuals Systematic Scaffold learning Targeted/Temporary Targeted/Temporary Some systematic planning of antecedents and

consequences, often from the environment or peer

Emphasis is on supported practice, fluency,

increased independence, and latency

• Embedding Schedules

Individual or groups At a Glance reminders or specific plan Multiple users or just you Multiple users or just you

• Peer Mediated Instruction (PMI)

Train peers to prompt, model, and assist interacting with others

Facilitation strategies Look at your friend Say your friend’s name Look at your friend Say your friend’s name Talk to your friend Listen to your friend Take another turn

For specific individuals Intentional Intensive

Specific

Specific Systematic planning of antecedents and

consequences

Emphasis is on acquisition

• Contingent Reinforcement Schedules
• Errorless Learning Procedure
• Discrete Trials
• Discrete Trials
• Milieu Teaching

Use specific antecedents and consequences to promote conversational turn taking

Incidental teaching Mand model Time delay

Tier 3: Progress toward individualized outcomes Tier 2: Progress toward

• #

$##

• Tier 2: Progress toward

targeted outcomes Tier 1: Progress toward common outcomes

Tier 1

• Annually
• Semi-

Tier 2

• Repeated
• Weekly

Tier 3

• Minute

by

• Semi-

Annually

• Quarterly
• Weekly
• Monthly

by minute

• Hourly
• Daily
• Weekly

• Re-administer 3 times - participation
• Probe weekly - interacts with others
• Three times a day - Adam’s response
• Three times a day - Adam’s response

to mand to take an object from a peer.

UDL supports the common outcome of participation PMI provides additional support for children

working on interacting with others working on interacting with others

MT increases conversational turn taking for

individual children (Adam)

Universal Design, Peer Mediated Intervention, and Milieu Teaching are research-based and Milieu Teaching are research-based strategies, that are effective specifically for supporting social-communication skills for children with autism

Meaningful communication Meaningful communication is not: is not:

Can anyone think

• f a word that

begins with “b”? What does a b sound like?

Universal need for all young children Predictor of later academic and behavioral success Focus of Ohio’s Early Learning Content Standards Defining characteristic/need of children with ASD

So much to learn and so little time

Developmental domains State standards Federal outcomes Federal outcomes Assessment items

Diversity, Diversity, Diversity

Hey, I thought we were focusing on autism?? Most children with autism in blended programs Need to support ALL children with limited time and resources