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 or words.

��������������� ��������������� Tier 3: Individualized ����������� outcomes ������������������������ ������������ �������������������������� �������������������������� Tier 2: Targeted Tier 2: Targeted ���������������������� outcomes ������������� �!�������� ���������"����������# Tier 1: Common outcomes

� 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

Case example Scope and Sequence Pre-requisite skill: Tier 3 A few children working on turn taking (Adam) Component skill: Some children Tier 2 Tier 2 working on interacting working on interacting with other Participation Defined : 1.Remains with group Common Outcomes: 2.Looks at person/object Tier 1 All children working 3.Follows directions given on participation 4.Interacts with objects/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 opportunities 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 � Look at your friend � Say your friend’s name 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

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Tier 3: Progress toward individualized outcomes �������������������� �������������#���� ���$����#����������#�� ���������� ���������� Tier 2: Progress toward Tier 2: Progress toward targeted outcomes Tier 1: Progress toward common outcomes

Tier 1 Tier 2 Tier 3 •Annually •Repeated •Minute by by •Semi- •Semi- •Weekly •Weekly minute Annually •Monthly •Hourly •Quarterly •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 of 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