Project DIRECT: Defining Itinerant Roles for Early Childhood Teachers
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Transcript of Project DIRECT: Defining Itinerant Roles for Early Childhood Teachers
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%> 40-79% <40%
% of Children 76% 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)?
ConsultativeAssist 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.
DirectTutor the child focused on
IEP goals within the context of ongoing activities or outside of the child’s typical day. IEP-based 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.
Itinerant ECSE Teacher
Child
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
Adapted from Lippett & Lippett (1986)
Observer/‘ Reflector’• raises issues for partner reflection. ‘What if………’
Fact Finder• gathers child ‘data’ and intervention support
Problem Solving Partner• offers alternatives and participates in decisions
Trainer/Educator • ‘teaches’ partner specific SPED strategies
Expert• recommends partner practice options or strategies
Advocate (child and partner)• ‘lobbies’ for supports for child and partner
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 • Use of systematic prompting
Introduce new resource• Use of PECS system
Adapt materials• Use of microswitch to activate spin art
Modify environment• Relocate literacy area to decrease auditory distraction
Reframe perspective of partner• 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: Gaining Entry
2: Building the Relationship
3: Gathering Information
4: Setting Goals
5: Selecting Strategies
6: Implementing the Plan
7: Evaluating the Plan
8: The Summary Conference
CA Phase 1
Progression of Consultation Partnership
CAIntro
Phase 2
CAIntro
RB Cf Phase 3
CAIntro
RB Cf Phase 4
CAIntro
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 disability- related 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
n Knoff, 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
1. Consideration of child’s current skill levels
2. Expected effect of maturation on skill development
3. Outcomes associated with inclusion in community settings, including prior expectations/interactions
4. Match of developmental needs of child with opportunities that exist in ECE setting or home environment
Element I Rationale for Services in LRE: A Proactive Decision Model
5. Expectation that staff resources, administrative support and quality of ECE environment will support child development
6. 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
Rationale for Services in LRE cont’d…
1. Some skills may require direct and consistent intervention by partner
2. Effects of maturation and peer interactions should be considered
3. Some skills may be preferred by parent and / or ECE partner vs. other skills
4. Some skills or behaviors may be ‘essential’ to success in the ‘Next Environment’
5. Some skills or behaviors may develop as a result of peer acceptance and interaction
6. Some skills or behaviors may be acquired via incidental teaching
Element II Prioritizing of IEP Objectives
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. Itinerant ECSE and ECE partner review activity plans and schedules
2. Itinerant ECSE and ECE partner identify recurring routines within activity plans and schedules
3. Itinerant ECSE and ECE partner discuss naturally occurring learning opportunities within daily activities
Planning for Intervention: 8 Key Activities
1. IEP objectives are prioritized via MEPI analysis
2. Opportunities for incidental teaching within the typical daily routines and in developmentally appropriate activities are identified
3. INCIDENTAL teaching strategies to be used within routines are identified
4. Opportunities for direct instruction are identified
Planning for Intervention: 8 Key Activities cont’d…
5. Appropriate DIRECT instruction strategies are identified
6. IEP Objective x Routine x Intervention MATRIX is developed
7. Identify appropriate schedules for MONITORING of child progress
8. 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 SCHEDULEOF 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. DIRECT instruction
2. INCIDENTAL instruction
3. 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 peer-mediation 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
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
A Hierarchical Planning Model for Consultation cont’d…
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 partnerMake sure that data collection methods are
effective but realisticMake sure that data collection is reliable
(practice together to train each other)Troubleshoot challenges to data collection