Embedding Intervention -

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Embedding Intervention -
A Team Approach

• Vivian James, DPI Exceptional Childrens
  Preschool Coordinator, Office of Early Learning
• Sandy Steele, Partnerships for Inclusion,
  FPG-CDI, UNC-CH
• Lauren Holahan, Occupational Therapy DPI
  Consultant , UNC-CH
• Laurie Ray, Physical Therapy DPI Consultant,
  UNC-CH
• Perry Flynn, Speech-Language Pathology DPI
  Consultant, UNC-G

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Purpose

• Overview of a training module for teams of Speech
  Language Pathologists, Occupational and Physical
  Therapists, and Itinerant Preschool Exceptional
  Children Teachers.
• Introductory Level, 5 hour course

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Objectives of Training Module

• Review models of service delivery
• Learn the what and why of embedding intervention
  for specialists and teachers

2004, www.zerotothree.org
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Objectives (continued)
Objectives, continued

• Acquire knowledge and skills needed to implement
  embedded instruction
• Practice method of embedding goals into the
  activities and routines of the classroom
• Discuss different data collection systems and
  possible challenges
• Examine strategies to embed intervention into
  classroom activities and routines

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Specialized Instruction
IEP
Targeted Curricula (e.g., CSEFEL, Early
Literacy)
Differentiated
Curriculum On-Going Assessment
Universal
North Carolina Early Learning Standards
and Infant Toddler Standards
Adapted from McClean, 2008
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What We Know to be True
About Very Young Children

• A young childs performance can be affected by
  his/her emotional state and the conditions of the
  environment.
• Young children perform best when they are
  interested in what they are doing.
• Early development is rapid, episodic and highly
  influenced by experience.
• A childs lack of experience doing a task does
  not mean that the underlying ability is delayed.

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Continuum of Service Delivery Models
Continuum of Service Delivery Models

• Individual pull-out
• Small group pull-out
• One-on-one in classroom
• Group activity in classroom
• Individual during classroom routines
• Consultation
• Adapted from Continuum of Six Consultative
  Models, R.A. McWilliam, 1995

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What it looks like - Video Clip 1

• Child Quran, Age 4, Autism
• Interventionist Speech-language
• Routine free play
• Goals shared attention, turn-taking,
• making choices
• Method individualized within routines

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What is
Embedded Intervention?
Embedded interventions are teaching strategies
that address a specific learning goal within the
context of everyday activities, routines, and
transitions at home, at school, or in the
community. Terms such as routines-based
interventions, embedded instruction, or embedded
learning are used to mean the same thing.
CONNECT 2009 http//community.fpg.unc.edu/
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DEFINITION Embedded Intervention
Basic Principles of
Embedded Intervention

• assumes collaborative planning
• occurs within daily routines
• uses childhood activity as instructional and
  therapeutic media
• works within dynamic system of child, activity,
  and/or environment
• - Adapted from Frank Porter Graham Child Care
  Staff Dr. Robin McWilliam, 2005

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Why embed intervention
into natural routines activities?

• Laws
• Research
• Benefits
• Families/Caregivers

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Becoming an Embedded Practitioner

• Team approach
• Transdisciplinary approach
• Intentionally demonstrate to staff
• Adopt flexible scheduling practices
• Collaborative consultant

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What it looks like Video Clip 3

• Child Perl, age 4, Cerebral Palsy
• Interventionist Special Education
• Routine Free play
• Goals Social interaction,
  communication with peers
• Method Individualized within routines

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Embedding Individual Goals into Classroom
Routines Activities
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Embedding Goals
into Daily Routines Activities

• Team approach
• Understanding of the relationship between
  childhood standards, curricula, IEP/IFSP
• IEP?IFSP with functional goals
• Daily schedule including planned activities
• Knowledge of childs preferences, interests,
  motivators

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Intervention Strategies

• Assistance
• Change in Expectations
• Delay
• Forgetfulness

• Novelty
• Piece by Piece
• Visible but Unreachable
• Responsive Teaching
• Pretti-Frontczak Bricker, 2004
• Wesley, Dennis, Tyndall, 2007

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Guidance for Data Collection System

• Procedures are linked to criterion
• Procedures are flexible applicable across
  settings, events, people
• Procedures yield valid reliable data
• Responsibility is shared by team
• Procedures are compatible with resources
• Pretti-Frontczak Bricker, 2004

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Classroom Data Collection Scoring System

• 1 Child completes goal independently
• 2 Child requires a verbal prompt
• 3 Child requires a verbal physical
• prompt
• 4 Child requires a verbal physical
• assistance

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Embedded InterventionEXAMPLES
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Embedded InterventionSystem