Transcript ECSE 602 - Rampages

ECSE 602
Instructional Programming for Infants and
Young Children with Disabilities
Transition
Manipulating antecedent events
Manipulating consequent events
Assistive technology
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Transitions in Early Childhood
Vertical Transitions: Describing a child
and family’s participation in one service
system after another
Sequentially
Across 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)
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Transitions in Early Childhood
Horizontal Transitions: Involving the
child and family in multiple activities
simultaneously
 With the services under different
leaderships
In 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)
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Transitions in Early Childhood
 Systems Planning
Federal legislation (IDEA, EI/ECSE)
State guidelines
 Individual Planning
Family-focused
Child-focused
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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
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Transitions in Early Childhood
Research on transition
Child-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 planning
The development of inclusionary practices related to
transition decisions
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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)]
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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)]
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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.
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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)] and
 Explanation of the differences between the services
of part C and part B (ii), including:
•
•
•
•
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Types of services
Locations at which the services will be provided
Applicable procedural safeguards
Possible fees to be charged to families
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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.
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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.
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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.
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Manipulating antecedent events
Distal antecedents
Reinforcement history
Developmental history
Both 1 and 2 affect how the student interacts
with:
a) Materials (novelty, complexity, responsivity,
difficulty)
b) People
c)General aspects of the environment
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Manipulating antecedent events
Proximal antecedents
Events that immediately precede and set the
occasion for a response
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Manipulating antecedent events
Proximal antecedents
Discriminative stimulus
 should be stated in terms easily understood by the student
 should be provided only when the student is attending
 Should be phrased as commands, not questions
 should be given only once at the beginning of the task rather
than repeated over and over
 should reflect the conditions stated in the instructional
objective
 may include the presentation of materials or may require the
student to locate them
 should include the natural cues provided by realistic settings
and materials
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Manipulating consequent events
Assumptions
All behaviors can be explained through the
ABCs (antecedent, behavior, consequence)
Operant conditioning
Many behaviors are emitted spontaneously and
are controlled primarily by their consequences.
Timing
To maximize the effect of reinforcement, a
reinforcer should be delivered immediately after
the target response.
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Manipulating consequent events
Four basic consequent strategies
Positive 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)
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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.
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Manipulating consequent events
Extinction
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
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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
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Manipulating consequent events
Four-folded table of consequent strategies
What the teacher does
give
remove
Positive
rein.
Negative
rein.
Punish.
Extinct.
Effects
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Manipulating consequent events
Cautions regarding punishment
1. Theoretical problems
Number of hits
100
75
50
25
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baseline
intervention
25
22
19
16
12
10
7
4
1
0
baseline
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Manipulating consequent events
Number
of hits
Number of hits
100
75
Tendency to
“hit”
50
25
Tendency
to “inhibit”
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baseline
intervention
25
22
19
16
12
10
7
4
1
0
baseline
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Manipulating consequent events
2. Generalized depression of other
behaviors
3.Teacher loses “positive” value
4. Over time satiation occurs -- more of the
punishment event is required
5. The use of punishment often has a
stigmatizing effect
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Arranging “special case”
consequences
Special cases of using punishment
Positive practice
Over correction
Time out
Special cases of using positive
reinforcement
DRL (Differential reinforcement of low rate
behavior)
DRO (Differential reinforcement of other
behaviors)
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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.
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Assistive Technology
According to IDEA of 2004 (P.L. 108-446)
 An assistive technology device
Is an object, piece of equipment, or product system
Can be purchased commercially, modified, or
customized
Is used to improve, increase, or maintain the skills of
a child with a disability
Does not include any surgically implanted medical
device or its replacement
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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
setting
The assistive technology device for the child
Support for the use of the device (e.g., selection,
fitting, repair, replacement)
Coordination of other necessary services and use of
the assistive technology device
Training on the device for the child, family members,
and education professionals, as appropriate
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Assistive Technology
Examples of assistive technology
Instructional areas
Communication
Picture board (communication board)
Voice output device
Writing
Pencils with a grip
Spell checker software
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Assistive Technology
Mathematics
Calculator
Clocks with enlarged numbers
Reading
Audio versions of books
Print-to-voice outputs via computers
Study skills
Electronic organizers
Color-coded files
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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.
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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)
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Assistive Technology
Implementing the PECS
The first four initial phases
Initiating communication
Expanding the use of pictures
Choosing the message within PECS
Introducing sentence structure
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