Supporting ALL Infants and Toddlers with Embedded Learning … · 2019-04-25 · • Creating...

Presenters:

Supporting ALL Infants and Toddlers with Embedded Learning Opportunities

Jani Kozlowski, NCECDTL

May, 2019

SessionObjectives

At the end of this presentation, you should be able to:

• Consider where and when infants and toddlers learn

• Understand the what, when and how components of embedded learning opportunities

• Learn about ways to plan for embedded learning opportunities for infants and toddlers in an early learning environment

• Share strategies to support infants and toddlers with disabilities or suspected delays across all learning settings

Here’s what we’re doing today:

SessionAgenda

1. Welcome

2. Where and how do infants and toddlers learn?

3. Embedded Learning Opportunities: What, When and How?

4. Planning for Success

5. Closing

Warm Up!

Effective Interactions & Child Outcomes – House Framework

• Providing nurturing, responsive, and effective interactions and engaging environments for children

• Implementing research-based curriculum and teaching practices

• Using screening and ongoing assessment of children’s skills

• Individualizing teaching and learning

• Engaging parents and families

Where and how do infants and toddlers learn?

Home – School - Community

Embedded Learning Opportunities: How Children Learn

Process for Embedding Learning Opportunities

• What we teach?

Functional meaningful and measurable learning goals

• When we teach?

Planned and unplanned learning activities, routines and transitions

• How we teach?

Planning experiences that promote engagement, learning and mastery

• How to monitor progress?

Evaluating outcomes

Embedded Learning: It Can Happen Everywhere!

Using Routines

Embedded Interventions: Multiple Opportunities for Practice

MICHAEL MIGUEL

Day Minutes MinutesMON • Points to his selection of breakfast items when asked, Cereal or yogurt?

• Nods when his teacher asks if he is all done, wants more, or if he is enjoying his meal

• Practices signing “more” when he wants more to eat at meal times

• Makes finger and hand motions to finger play and songs at school

5 MIN

10 MIN

15 MIN

10 MIN

TUES Points to

picture cards

and reads

books with SLP

30 MIN • Raises his arms when caregiver asks, “can we change your diaper now?”

• Brings his coat over when mom says, “let’s go outside to check the mail”

• Points to several animals when his dad makes their sounds during bedtime story.

• Makes finger and hand motions to finger play and songs at school

5 MIN

5 MIN

15 MIN

10 MIN

WED • Makes finger and hand motions to finger play and songs at school

• Points to his body parts when named during diaper changing

• Signs for “more” during afternoon snack time

• Raises his arms when caregiver asks, “can we change your diaper now?”

10 MIN

10 MIN

5 MIN

5 MIN

THU Points to

picture cards

and reads

books with SLP

30 MIN • Makes finger and hand motions to finger play and songs at school

• Points to his choice when asked which t-shirt he prefers to dress in– dinosaur or tractor

• Points to the mouse on each page of If You Give a Mouse a Cookie, during afternoon play time with his

teacher

• Raises his arms when caregiver asks, “Can we change your diaper now?”

10 MIN

5 MIN

15 MIN

5 MIN

FRI • Practices signing “more” when he wants more to eat during meals

• Walks over to his cubbie when it is time to collect his things and leave with mom, selects his coat and hands

it to mom

• Raises his arms when caregiver asks, “can we change your diaper now?”

• Makes finger and hand motions to finger play and songs at school

15 MIN

5 MIN

10 MIN

10 MIN

Total Time 1 HOUR 3 HOURS

Who practices using his receptive language skills more?

What we teach

A Teacher’s Perspective: What Do You Hear?

Picture courtesy of FPG-UNC

http://community.fpg.unc.edu/connect-modules/resources/videos/video-2-1

A Parent’s Perspective: What Do You Hear?

http://www.unc.edu/fpg/connect/module2/CONNECT-Video-2-2.mp4

Activity: Assess

Designate a note-taker and a reporter

Individual reflection - What do you see as the key challenges for Tamiya, her family and her classroom teacher?

Pair-share (4 minutes)

Discuss at tables and identify top 2 challenges for each: Tamiya, her family and her classroom teacher

Large group discussion

1

2

3

4

5

Priority Learning Targets - Goals

• What is the behavior or skill that the child will learn?• Specific• Measurable• Achievable• Relevant/Realistic• Time-based

• IFSP goals – determined through evaluation process

S.M.A.R.T. Goals

Priority Learning Targets - Objectives

• Break it down• Smaller amounts• Provide help• Step-by-step• Logical order or sequence

Resources to Support Identification of Goals/Objectives

Setting Goals and Objectives

Goal IT-SE 1: Develops expectations of consistent, positive interactions through secure relationships with familiar adults.

Measurable Objectives1. Tamiya will engage in reciprocal interactions

(verbal / non-verbal) with adults 3 times a day with verbal prompting as needed.

2. Tamiya will ask for help (verbal/non-verbal) or support from familiar adults 3 times a day with verbal prompting as needed.

Setting Goals and Objectives

Goal IT-SE 4: Child shows interest in, interacts with, and develops personal relationships with other children.Measurable Objectives1. Tamiya will engage in reciprocal interactions

(verbal / non-verbal) with peers 3 times a day with verbal prompting as needed.

2. Tamiya will interact with peers 2 times a day with verbal prompting as needed.

When we teach

Child Planning MatrixRoutines and Activities

Adaptation, modification and/or teaching strategy for Tamiya’s transitions Adult responsible

Arrival• Greet Tamiya on arrival.• Show Tamiya visual cues to make a choice between 2 play

choices.• Support Tamiya’s choice by physically joining her in her play until

she is settled.

Teacher

Morning meal

Morning play time

Lunch

Diapering/toileting

Afternoon play timeAfternoon snack

Pick up

Creating a Planning Matrix – Multiple Children

Mia Addie

Arrival

Free Play

Outside

Meal

Routines

Departure

Transitions

Step 2: List children in the top row.Step 1: List the activities and times of day in the left-hand column of the chart. • Practice taking steps into the

classroom

• Support to invite another child to play

https://eclkc.ohs.acf.hhs.gov/video/activity-matrix-organizing-learning-throughout-day

• Some support to assist in pulling up to changing table

• Practice back and forth interaction with a peer

Make it Your Own

https://eclkc.ohs.acf.hhs.gov/video/activity-matrix-organizing-learning-throughout-day

Make it Your Own

https://eclkc.ohs.acf.hhs.gov/video/activity-matrix-organizing-learning-throughout-day

How we teach

The Teaching Loop

Complete Learning Trial (CLT)

The Best Plans are Flexible!

Planning for Success

Antecedent / Trigger Behavior Consequence

•Transitions to new activities Shy or apprehensive around other people

• Becomes upset or cries• Doesn’t engage with others

Preventions/Teaching Practices New Skills New Responses/Goals

• Child engages in and maintains positive relationships and interactions with peers and adults.

Tamiya’s Support Planning Chart

Adapted from CSEFEL Module 3a

Adult Support

https://eclkc.ohs.acf.hhs.gov/children-disabilities/article/adult-support

Peer support and embedded instruction

http://www.unc.edu/fpg/connect/module1/CONNECT-Video1-12.mp4

Power of Peer Modeling

https://www.draccess.org/videolibrary

Social Story

http://csefel.vanderbilt.edu/modules/module3b/presenters-ppt/V3b_10.mpg

Visual Cues

First Then

Cepillar los dientes Bloques

Visual Cues - Schedule

Putting it all together – Alou’s Day

Plan - Teaching practices

Antecedent / Trigger Behavior Consequence

•Transitions to new activities Shy or apprehensive around other people

• Becomes upset or cries• Doesn’t engage with others

Preventions/Teaching Practices New Skills New Responses/Goals

• Child engages in and maintains positive relationships and interactions with peers and adults.

Tamiya’s Support Planning Chart

Adapted from CSEFEL Module 3a

Activity: A Plan for Tamiya

1

2

Work in groups of 2-3 at your table. Using Tamiya’s Planning worksheet:

Complete the Planning Matrix for arrival, adding adaptations/modifications and or teaching strategies to support Tamiya’s transitions.

Share your ideas with tablemates and then we’ll come back together as a large group

Planning Matrix

Daily Routine Adaptation, modification and or

teaching practice to support IFSP goal

(consider environment, interactions,

and planned learning experiences)

What supports might Tamiya’s

teacher need to implement

these individualized practices

for Tamiya?

Example: Transition

from morning meal

to play time

Visual support: offer Tamiya two

laminated photos of things she can

play with in the play area after

morning meal and let her choose.

Tamiya’s teacher may need

someone to replace her at the

morning meal table so that she

can physically accompany

Tamiya through the transition to

playArrival

Morning Meal

Morning Play Time

Lunch

Diapering/Toileting

Afternoon Play

Time

Afternoon Snack

Departure

Working with Tamiya’s Family

• Parents and family members are the child’s first and most important teacher.

• Strategies to support children are more successful when they are used throughout the child’s day, and across settings.

• Which strategies could be used with the support from Rosemary, Tamiya’s mother? Think about intentionality across:

• Activities

• Routines

• Transitions

Planning for Success

Monitoring Progress

• How will you know you implemented the practices and strategies as intended?

• How will you know if the change has resulted in an improvement in child / family outcomes?

• How will you know what worked and what didn’t work? How can you make improvements?

Monday Tuesday Wednesday Thursday Friday

Arrival0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Circle0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Nap0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Clean-up0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Other:

_Bus Ride_ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Average

Score

Average Score:

3

Average Score:

2.2

Average Score:

1.4

Average Score:

1.4

Average Score:

.8

Rate the problem behavior:

0 = no problems, 1 = resisting, 2 = screaming, falling on floor,

3 = screaming, hitting, other aggression

Monitoring Tamiya’s Progress

Week of: _________________

Adapted from CSEFEL Module 3b

Child Planning and Monitoring Matrix Transitions between Routines and Activities

Adaptation, modification and/or teaching strategy for transitions

Adultresponsible

Rating0 = no problems1 = resisting2 = screaming, falling on floor, 3 = screaming, hitting

Arrival• Greet Tamiya on arrival.• Show Tamiya visual cues to make a choice

between 2 activities.• Ask a peer to guide Tamiya to her choice.

Free Play AM

Snack/Lunch

Diaper/Toileting

Free play PM

Outdoors

Progress Monitoring

Reflection and Next Steps

What did I learn that was new?

How will I support

inclusion?

What do I need to

get started?

What questions do I have?

Resources for Infants and Toddlers• Early Educator Central – Infant Toddler Video Clips

• SpecialQuest Multimedia Training Library: Including Infants and Toddlers with Disabilities

• Creating Bright Futures (Including Infants & Toddlers with Disabilities & Their Families)

• Toddlers on the Move

• Early Intervention Program for Infants and Toddlers with Disabilities (Part C of IDEA)

• Assistive Technology for Infants, Toddlers, and Young Children with Disabilities (Available in Spanish, Somali, and Hmong)

• Transition Strategies: Continuity and Change in the Lives of Infants and Toddlers

• The National Center for Pyramid Model Innovations http://challengingbehavior.cbcs.usf.edu/index.html

15-Minute In-Service Suites

Building Relationships

• Fostering Connections: https://eclkc.ohs.acf.hhs.gov/video/fostering-connections

• Being Aware of Children's Needs: https://eclkc.ohs.acf.hhs.gov/video/being-aware-childrens-needs

• Creating a Caring Community: https://eclkc.ohs.acf.hhs.gov/video/creating-caring-community

Embedded Learning

• Break It Down: Turning Goals into Everyday Teaching Opportunities:

https://eclkc.ohs.acf.hhs.gov/video/break-it-down-turning-goals-everyday-teaching-opportunities

• The Teaching Loop: https://eclkc.ohs.acf.hhs.gov/video/teaching-loop

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