11/20/20141 ECSE 602 Instructional Programming for Infants and Young Children with Disabilities...
-
Upload
angelica-parks -
Category
Documents
-
view
217 -
download
0
Transcript of 11/20/20141 ECSE 602 Instructional Programming for Infants and Young Children with Disabilities...
11/20/2014 1
ECSE 602 Instructional Programming for Infants and
Young Children with Disabilities
TransitionManipulating antecedent eventsManipulating consequent eventsAssistive technology
11/20/2014 2
Transitions in Early Childhood
Vertical Transitions: Describing a child and family’s participation in one service system after another SequentiallyAcross time
(e.g., from hospital neonatal intensive care unit to infant-toddler intervention to Head Start with special therapy services to kindergarten with special education and related services support)
11/20/2014 3
Transitions in Early Childhood
Horizontal Transitions: Involving the child and family in multiple activities simultaneously With the services under different
leadershipsIn different locations outside the home(E.g., breakfast at a grandparent’s house,
early childhood special education at one center, followed by childcare in another)
11/20/2014 4
Transitions in Early Childhood
Systems PlanningFederal legislation (IDEA, EI/ECSE)State guidelines
Individual PlanningFamily-focusedChild-focused
11/20/2014 5
Transitions in Early Childhood
Age-3 Transition: From EI (IDEA, Part C) to Preschool (Part B, Section 619) or out of special services
Transition from Section 619 to elementary school services
11/20/2014 6
Transitions in Early Childhood
Research on transitionChild-focused approach (survival skills)
(McCormick & Kawate, 1982; Vincent et al., 1980)
Ecological perspective (Hanline, 1993; Rosenkoetter et al., 1995; Rouse et al., 1999; Odom & Diamand, 1998)The family as a transition partner with professionals Multi-agency efforts to facilitate transition planningThe development of inclusionary practices related to
transition decisions
11/20/2014 7
Transitions under IFSP
To assure transition from infant/toddler program to preschool or other appropriate services.
To review the child’s options for services during the period from the child’s third birthday through the remainder of the current school year.
To establish a transition plan. [20 U.S.C. §1437 (a)(8)(A)(B)(C)]
11/20/2014 8
New provisions under IDEA 2004 for early childhood transition
The term “infant or toddler with a disability” may also include, at a state’s discretion … children with disabilities who are eligible for services under Section 619 and who previously received services under Part C until such children enter, or are eligible under state law to enter, kindergarten or elementary school, as appropriate.… [632(5)(B)(ii)]
11/20/2014 9
Birth to Five Service Systems Option
Provides provisions that allow states to offer parents the option of having their children remain in the early intervention system until they are eligible to enter kindergarten.
Early intervention services for 3 and 4 year olds must then include an educational component that promotes school readiness and incorporates preliteracy, language, and numeracy skills.
11/20/2014 10
Birth to Five Service Systems Option
Families of 3 and 4 year olds must receive annual written notification of their rights and responsibilities [Part C, section 635 (c) (2)B (ii) II], including:Family right to choose 619 or early intervention
services [Section 635 (c)(2)(A)(i)] andExplanation of the differences between the services
of part C and part B (ii), including:• Types of services• Locations at which the services will be provided• Applicable procedural safeguards• Possible fees to be charged to families
11/20/2014 11
Birth to Five Service Systems Option
Under this option, FAPE does not apply and all early intervention rules in the state related to share in the cost of services, according to their ability to pay, would then continue to apply to services provided under this option.
11/20/2014 12
Birth to Five Service Systems Option
Families must choose prior to the child’s third birthday.
IFSP remains in force until a determination of eligibility for special education services occurs.
States will be required to report annually to the Secretary of Education on the number and percentage of children with disabilities who are eligible for services under section 619 but whose parents choose for such children to continue to receive early intervention services.
11/20/2014 13
Manipulating antecedent events
General rules• Antecedents are powerful determiners of
performance.• A skill is not mastered until it is under
control of natural cues.• Antecedents should be arranged to
reduce the likelihood of errors.
11/20/2014 14
Manipulating antecedent events
Distal antecedentsReinforcement historyDevelopmental historyBoth 1 and 2 affect how the student interacts
with:a) Materials (novelty, complexity, responsivity,
difficulty)b) Peoplec)General aspects of the environment
11/20/2014 15
Manipulating antecedent eventsProximal antecedents
Events that immediately precede and set the occasion for a response
11/20/2014 16
Manipulating antecedent eventsProximal antecedents
Discriminative stimulusshould be stated in terms easily understood by the studentshould be provided only when the student is attendingShould be phrased as commands, not questionsshould be given only once at the beginning of the task rather
than repeated over and over should reflect the conditions stated in the instructional
objectivemay include the presentation of materials or may require the
student to locate themshould include the natural cues provided by realistic settings
and materials
11/20/2014 17
Manipulating consequent eventsAssumptions
All behaviors can be explained through the ABCs (antecedent, behavior, consequence)
Operant conditioningMany behaviors are emitted spontaneously and
are controlled primarily by their consequences.
TimingTo maximize the effect of reinforcement, a
reinforcer should be delivered immediately after the target response.
11/20/2014 18
Manipulating consequent eventsFour basic consequent strategiesPositive reinforcement
occurs when the effect of administering (giving) a consequence is to increase the likelihood that the behavior will occur again.Primary (unconditioned)Secondary (conditioned)
11/20/2014 19
Manipulating consequent events
Negative reinforcement occurs when the effect of removing or taking away an
event contingent upon the occurrence of a targeted behavior is to increase the probability of its occurrence in the future.
11/20/2014 20
Manipulating consequent eventsExtinction
occurs when the effect of removing or taking away an event which has been given contingent upon the occurrence of a target behavior is to decrease the probability of its occurrence in the future.Taking away a toy after it is thrown
11/20/2014 21
Manipulating consequent events
Punishment occurs when the effect of administering (giving) a
consequence contingent upon the occurrence of a targeted behavior is to decrease the probability of its occurrence in the future.E.g., putting bitter tasting liquid on tongue after
cursing
11/20/2014 22
Manipulating consequent events
Four-folded table of consequent strategies
What the teacher does
Effects
Positive rein.
Negative rein.
Punish. Extinct.
give remove
11/20/2014 23
Manipulating consequent events
Cautions regarding punishment1. Theoretical problems
0
25
50
75
100
Nu
mb
er
of
hit
s
baseline intervention baseline
11/20/2014 24
Manipulating consequent events
0
25
50
75
100
1 4 7 10 12 16 19 22 25
Nu
mb
er o
f h
its
baseline intervention baseline
Tendency to “hit”
Tendency to “inhibit”
Number of hits
11/20/2014 25
Manipulating consequent events
2. Generalized depression of other behaviors
3.Teacher loses “positive” value4. Over time satiation occurs -- more of
the punishment event is required5. The use of punishment often has a
stigmatizing effect
11/20/2014 26
Arranging “special case” consequencesSpecial cases of using punishment
Positive practiceOver correctionTime out
Special cases of using positive reinforcementDRL (Differential reinforcement of low rate
behavior)DRO (Differential reinforcement of other behaviors)
Assistive Technology
Devices and services that are now referred to as assistive technology (AT) have been included as part of a free appropriate public education since the initial enactment of federal special education legislation in 1975.
However, it wasn’t until the 1991 amendments to Individuals with Disabilities Education Act (IDEA) that the terms "assistive technology device" and "assistive technology service" were first used in education law.
11/20/2014 27
Assistive Technology
According to IDEA of 2004 (P.L. 108-446) An assistive technology device
Is an object, piece of equipment, or product systemCan be purchased commercially, modified, or
customizedIs used to improve, increase, or maintain the skills of
a child with a disabilityDoes not include any surgically implanted medical
device or its replacement
11/20/2014 28
Assistive Technology
According to IDEA of 2004 (P.L. 108-446)Assistive technology services include the
provision of A functional evaluation of student needs in the school
settingThe assistive technology device for the childSupport for the use of the device (e.g., selection,
fitting, repair, replacement)Coordination of other necessary services and use of
the assistive technology deviceTraining on the device for the child, family members,
and education professionals, as appropriate
11/20/2014 29
Assistive Technology
Examples of assistive technologyInstructional areas
Communication Picture board (communication board)Voice output device
WritingPencils with a gripSpell checker software
11/20/2014 30
Assistive Technology
MathematicsCalculatorClocks with enlarged numbers
ReadingAudio versions of booksPrint-to-voice outputs via computers
Study skillsElectronic organizers Color-coded files
11/20/2014 31
Assistive Technology
Validated practices: The Picture Exchange Communication System (PECS)PECS is a method of providing communication support to
nonverbal individuals.PECS uses pictures to represent categories such as
clothing, toys, activities, feelings, special events, foods, body parts, etc.
The pictures are computer generated or cut out of old magazines.
Students begin by using single pictures and eventually form requests using complete sentences.
11/20/2014 32
Assistive Technology
Why PECS is beneficial?This communication act is initiated by the
student, not by the teacher.Students ask for and receive concrete objects
within real-life situations.Students are taught to use PECS to engage in
positive peer interactions. (supported by systematic research: e.g., Frost &
Bondy, 2002; Garfinkle & Scwhartz, 2001; Frost & Bondy, 1994; Schwartz, Garfinkle, & Buer, 1998)
11/20/2014 33
Assistive Technology
Implementing the PECSThe first four initial phases
Initiating communication Expanding the use of pictures Choosing the message within PECS Introducing sentence structure
11/20/2014 34