SPED Oral Final

Area 10.1 Components of EI programs using best practices (Five Components of DAP)

- A caring community of learners - Teaching to enhance development - Planning curriculum to achieve important goals - Assessing children's development and learning - Establishing reciprocal relationships with families

Area 8.3 Describe strategies for successful inclusion in community-based programs

- Access: ability to access the environment and curriculum ---accessible classrooms (environmental arrangement, lighting, barriers) ---accessible curriculum (language, font size, using multiple types of input, technology use) - Participate: once the child has access, can they participate ---(embedding instruction (ELOs), scaffolding learning, tiered models of intervention, assistive technology) - Support: what systems, level of supports such as ongoing professional development, program policies, and theoretical frameworks are there that support inclusion ---(professional development, collaboration, communication, advocacy) Also consider: - Create high expectations for every child to reach full potential: ---setting individualized goals for students ---providing appropriate philosophy on inclusion - Develop a program philosophy on inclusion ---a standard for staff to follow ---encourages practices that value all infants and young children as members of the community ---include professional standards - Achieve an integrated professional development system: use a statewide definition of inclusion to inform professional development across all areas of early childhood services - Influence federal and state accountability systems: encourage statewide support for children with disabilities to receive high-quality inclusion services - Partnering with families is one of the most important ways to promote inclusion: ---teaching rights ---how to be advocate throughout the child's life

Area 10.3 Tools for program evaluation

- Early Language and Literacy Classroom Observation (ELLCO) - Teaching Pyramid Observation Tool (TPOT) - Early Childhood Environment Rating Scale-Revised (ECERS-R) - Inclusive Classroom Profile

Area 9.3 Discuss strategies for successfully accommodating diversity across children and families

- Goal 1: Each child will demonstrate self-awareness, confidence, family pride, and positive social identities - Goal 2: Each child will express comfort and joy with human diversity; accurate language for human differences; and deep, caring human connections - Goal 3: Each child will increasingly recognize unfairness, have the language to describe unfairness, and understand that unfairness hurts - Goal 4: Each child will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions - Educators should include dolls and images of people with all skin colors; and all sorts of jobs, careers, and family structures should be represented in the classroom environment and classroom materials - Cultural considerations is being aware of the family's culture, your cultural biases, and not stereotyping the family. It is important to be sensitive to what the family believes about disability, what their role is in the child's life, and what your role as a professional is - Coping and acceptance is going to vary among families and even individuals within the family. Interventionists should go at the pace of the family - Siblings and peers are often present during intervention services and should be incorporated into the activities with the child receiving services as much as possible - All of these factors help to create a culture of respect and inclusion between the professional and the families they are working with

Area 10.2 Rationale for program evaluation

- Program improvement - Measure of effectiveness - Shows the impact of EI on individual children and their families for stakeholders

Area 3.4 Discuss strategies for fair and unbiased assessment of culturally and linguistically diverse children

- Provide assessments in the child's/family's primary language and English - Determine child's language proficiency in home language and English - Be respectful, sensitive, and caring to families cultures, beliefs and values - Select appropriate assessments --- ensuring the population, the assessment was created around meets the cultural needs of the child being assessed (e.g. using an assessment developed using primarily urban white children would not be appropriate to use for a child who is African American) - Bring in interpreters to help explain assessment results to families (with understanding of how to work with interpreters (See Lillian's powerpoint on "Assessing English Learners") - Collect information in multiple ways to ensure it is an accurate picture of the child (Ex: Parent Report, observation in natural settings, data collection over time, dynamic assessment (testteachretest: shows child's aptitude for skill acquisition) - Include statements that address culture in "Special Considerations" area of Eval report - Always question if the child's linguistic or cultural background is affecting the results (e.g. functional equivalency our tools look at what typical English speakers do; some languages learn verbs before nouns, no ings in Spanish, etc.) - Ask the families! "Is this an accurate picture of your child? Is there anything you think we are missing?" - Promising practices in referral and identification -- Redesigning the prereferral process ----can teacher work effectively with students from diverse populations? ----is teacher knowledgeable with respect to the student's culture ----does curriculum incorporate aspects of culture ----does instruction address the student's language characteristics ----does instruction reflect the student's cognitive style? ----the overall quality of instruction and opportunity to learn? - Alternative assessment strategies ----portfolio assessment (e.g. everyday work) ----performance assessment (e.g. actual performance on activity) ----curriculumbased assessments (e.g. compared to classmates or previous self) - Universal screening and early intervention

Area 4.2 Discuss the philosophy of ABI,and the theorist and theories associated with ABI (theorists/theories)

- Sociohistorical Theory: Vygotsky development influenced by the interactions between a child and the social environment. The ABI approach is built on the premise that the daily transactions between children and their social and physical environments provide the most useful, appropriate, and likely effective opportunities. --Children learn best in their environments from past experiences, constant routines - Developmental Theory: Cincchetti and Cohen child characteristics and the integration of developmental processes affect development and learning. The quality of integration both within and among the behavioral and biological systems of the individual and specifies how development proceeds. --"Qualitative reorganizations" with and among biological and behavioral systems --ABI is designed as a comprehensive approach that emphasizes targeting important skills across developmental areas --Across all development, whole child - Cognitive Theory: Piaget theory of how children acquire knowledge was instrumental in shaping ABI and moving it from a singular focus on external behavior to thinking about internal constructions. Active, child-directed transactions across environmental settings promote development and learning --Children learn by playing in the environment and generalize to understand how the world works --Embedding schedules, child-directed acting on the environment creates schemas and effect environment - Learning Theory: Dewey it is necessary for experiences to be interactive and have continuity to move children towards meaningful change. Through thoughtful organization and planning, experiences (activities) can be arranged to meet children's interests and to address the skills they are working on. --Authentic environmental transactions promote learning and generalization --The effective use of child-directed, routine, and planned activities --Situated cognitive learning theory: Brown and Dewey, "activity and situations are integral to cognition and learning", "different ideas of what is an appropriate learning activity produce very different results" --Authentic environmental transactions promote learning and generalization - Learning through natural consequences, functional and generative goals - Social learning Theory: Bandura learning results from the interaction between child and environmental factors. Social context, imitation, and modeling. --Using meaningful routines to embed learning opportunities, encouraging imitation of functional and generative behaviors --The delivery of meaningful feedback/consequences is necessary for development and learning --The nature of environmental antecedents and learning opportunities affects development and learning

Area 4.4 Describe the components of high quality goals and objectives

1. Antecedent/condition 2. Setting/context 3. Behavior 4. Criteria 5. Time period to achieve mastery 6. Goal must be written in observable and measurable terms Example: During mealtimes, when presented with utensils and food, Jane will eat and drink a variety of foods (e.g., fruits, vegetables, meats) with little or no spilling, 3 times per day, 4 days a week, for 3 consecutive weeks.

Area 3.3 Discuss potential issues surrounding assessment/evaluation

1. Cultural bias: normative sample, questions and skills, who is being identified 2. Implicit bias: individuals views can impact child's outcome, how you interpret, score, and summarize, interpretations of eligibility and observations 3. Over representation 4. Under representation 5. Reliability: the consistency of the test performance and if it's the same multiple times 6. Validity: refers to the extent to which a test measures what it is supposed to measure - social validity - instructional validity - content validity - construct validity - criterion validity

Area 8.7 Describe strategies for coaching ECE practitioners.

1. Gaining Entry 2. Building Relationships 3. Gathering Information Through Assessments 4. Setting Goals 5. Selecting Strategies 6. Implementing the Plan 7. Evaluating the Plan 8. Holding a Summary Conference

Area 8.7 Describe an effective coaching model

1. Joint Planning- an agreed-upon plan between the coach and coachee as to what they will work on and in what routines or activities 2. Observation-examination of another person's actions or practices to be used to develop new skills, strategies, or ideas 3. Action - Spontaneous or planned events that occur within the context of a real life situation that provides the coachee with opportunities to practice refine or analyze new or existing skills 4. Reflect - analysis of existing strategies to determine how the strategies are consistent with evidence based practices and how they may need to be implemented without change or modified to achieve the intended outcome(s) 5. Feedback- Information provided by the coach that is based on his or her direct observations of the coachee, actions reported by the coachee, or information shared by the coachee and that is designed to expand the coachee's current level of understanding about a specific evidence based practice or to affirm the coachee's thoughts or actions related to the intended outcome(s)

Area 10.2 Components of program evaluation

1. Plan the evaluation 2. Conduct the evaluation 3. Judge the analysis 4. Modify the plan 5. Monitor changes

Area 4.8 Discuss and identify components of Response to Intervention (RTI) models (Building Blocks, Pyramid Model)

1. Quality Early Childhood Program: - strong relationships with staff, parents, and children. - implementing DAP into the classroom, meeting all safety requirements, and teachers and staff having the required credentials. 2. Curriculum Modifications and Adaptations - supports for a child to be successful in the classroom - alters the physical, temporal, and social environment - consists of 8 modifications and adaptations 3. Embedded Learning Opportunities: - ABC model - what, how, and when to teach - specifically designed teaching episodes to promote skills, engagement, and independence in typical activities, routines, and transitions at a child's home, community, and school 4. Child Focused Instructional Strategies: - are intensive instructional strategies that provide children with repeated trials to practice a skill. - learning trials consist of instruction, prompt, behavior, finding out reinforces, and providing specific praise. - often led by a teacher and sometimes in a setting away from peers (intervention guides)

Area 3.2 Describe the assessment/evaluation cycle and process in EI/ECSE and give examples.

1. Screening 2. Assessment/evaluation 3. Program planning 4. Progress monitoring Continuous cycle

Area 5.1 Describe the history of family involvement in early intervention (historical dates)

1880's to 1950's: source of disability - Eugenics movement - Refrigerator mothers - Institutions 1950's: organization developers and members - Created community based services and supports - Solicited support from charitable organizations - Advocated for other parents/children - Got involved in politics 1960's: service developers - Parents held 5 jobs: created public awareness, raised money, developed services, operated services, advocated for others to operate services - 1960 to 1970's: recipients of professional decisions - 1970: political advocates - 1960's to 1980's: teachers - 1980: education decisions makers - 1980 to 1990's: parents as partners

Area 9.1 Discuss major classification systems used to identify children with disabilities (Children in Early Childhood Special Education in Oregon)

2 major classification systems: 1. Categorical - diagnosed disability - Autism - Communication disorder - Deafblindness - Emotional disturbance - Hearing impairment - Intellectual disability - Orthopedic impairment - Other health impairment - Specific learning disability - Traumatic brain injury - Visual impairment 2. Significant developmental delay - 1.5 standard deviations in 2 or more areas

Area 9.1 Discuss major classification systems used to identify children with disabilities (Children in Early Intervention in Oregon)

3 major classification systems: 1. Significant developmental delay - 2 standard deviations in 1 domain or 1.5 standard deviations in 2 or more domains Developmental Delay includes cognitive, adaptive, gross/fine motor, communication, social/emotional 2. Has a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay For example, down syndrome, fragile x, fetal alcohol syndrome 3. Categorical - diagnosed disability - Autism - Deafblindness - Hearing impaired - Orthopedic impairment - Visual impairment - Traumatic brain injury

Area 4.3 List and describe the elements of ABI, organizational structure of ABI

4 Elements of ABI 1. Child-directed, routine, and planned activities 2. Multiple and varied learning opportunities 3. Functional and generative target goals 4. Timely and integral feedback Organizational Structure of ABI 1. Intervention guides 2. Embedding schedules 3. Activity plans

Area 4.2 Discuss the philosophy of ABI,and the theorist and theories associated with ABI (philosophy)

ABI = Activity-Based Intervention - Activity-Based Intervention: an approach that is specifically designed to help children reach their individual goals within the contexts of daily activities and family routines. Use children's daily activities and routines and initiations to embed or target their individual development and therapeutic goals - ABI is an approach that uses the behavioral principles to encourage child interactions and participation in authentic activities with the explicit purpose of assisting the child in acquiring, generalizing, and strengthening functional skills

Area 8.2 Describe the major issues surrounding the integration of young children with disabilities into community-based programs

Attitudes and believes: Misinformation of feasibility of inclusion. Fear of unfamiliar, resistance to change, stereotyping of children with disabilities, fear that children with disabilities will divert attention and resources away from peers, and lack of awareness of benefits of inclusion. Lack of staffing, training, and expertise of early childhood workforce: Lack of basic knowledge in child development, individualized instruction, supporting challenging behaviors, and scaffolding, etc. Lack of staffing and training can result in a low quality program that doesn't properly support young children with disabilities. Lack of system coordination: No collaboration between special education and general education teachers. Administrative differences

Area 4.10 Discuss and identify types of curriculum modification and adaptations

Building Blocks: 1. Environmental Support - changes to physical, social, and temporal environment 2. Invisible Support - purposeful arrangement of naturally occurring events within an activity 3. Child Preferences - identify and integrate child's interests to increase participation 4. Adult Support - having an adult intervene to support child's participation and learning 5. Peer Support - utilize peers to help children learn important objectives 6. Activity Simplification- simplifying a complicated task by reducing the number of steps or breaking it into smaller parts 7. Special Equipment - special or adaptive devices that allow child better access or increases their level of participation 8. Materials Adaption - modifying materials so that children can participate as independently as possible

Area 1.1 Describe the history of IDEA as it relates to EI/ECSE

Civil Rights Movement (1950's - 1960's) - In response to parents of minority students advocating for their children - Brown v. Board of Edu. (1954): desegregation, separate is not equal - Cannot educate in separate facilities Disabilities Rights Movement (1970's) - Grew out of civil rights era - Parents were prime advocates Education of the Handicapped Act (EHA) (1970) - Expanded earlier federal grant programs to states for children who were handicapped - Provided funding to train SPED teachers Pennsylvania Association for the Retarded Children (PARC) vs PA (1971) - Ruled against the exclusion of children with ID Mills vs District of Columbia Board of Ed. (1972) - Ruled against exclusion of children with EBD Rehabilitation Act of 1973 (504's) - Definition of disability with physical or mental impairment that substantially limits one or more major life activities of such individual, a record of the impairment - Reasonable accommodations (interpreters for the deaf, braille for blind) - Pertains to individuals with disabilities regardless of age Education for All Handicapped Children Act (EAHCA) (1975) - Most important law for children with disabilities - Defined disability - Provided more funding - Rights to FAPE in the LRE - Individualized evaluations to assess needs - Procedural safeguards/Due Process - Child find - Confidentiality Amendments to EAHCA (1986) - Broadened PL 94-142 to include Part B (3-5 year olds), Part C (0-3) - PL 99-457 (started ECSE) - Landmark legislation for preschool children - Definitions, procedures for school age applied to 3-5 year olds - New set of definitions and procedures for birth to 3 population - LAPE, LRE, IFSP, state interagency coordinating council, due process/procedural safeguards - individuals/toddlers defined by each state - Can use "developmental delay" - Services can be extended to those at-risk Individuals with Disabilities Education Act (IDEA) (1990) - EAHCA renamed to IDEA - Added ASD and TBI to categorical eligibility - Multiple disabilities and deaf-blindness - Transition planning by 16yr - Assistive technology devices added - Person first language The Americans with Disability Act (ADA) (1990) - Protects individuals with disabilities regardless of age, from discrimination Part B mandated at state level (1991) Oregon complies with mandate (1992) Amendment to IDEA (1997) - Focused on outcomes - Parental involvement - General education placement - Modified eligibility and evaluation procedures - Inclusion of SPED students in state and district wide assessments - Discipline aimed (FBA's and BSP's)

Area 10.1 Components of EI programs using best practices (Cultural and linguistic competencies)

Cultural competency/awareness, family involvement, professional development, stages of language development (strategies at each stage), home language support.

Area 7.2 Discuss similarities and differences between DAP and ABI

DAP (DAP - ECE) is an approach to teaching grounded in research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children's optimal learning and development. Three core considerations of DAP: knowledge of child development and learning, knowledge of what is individually appropriate, and knowledge of what is culturally appropriate. ABI (ABI - ECSE) is an approach used in early childhood programs to address the special needs of young children and their families. Bricker and others have described ABI as a child-directed and naturalistic teaching strategy occurring in a context that is typical for young children, like their homes and preschool classrooms. Similarities: - they are both approaches to young childhood education - both are based on knowledge of child development - same theoretical underpinnings -importance of individualization - need for more authentic assessment (valid, reliable, individualize) -importance of active engagement -emphasis on social interaction -importance of cultural diversity Differences: -role of educational intervention -process of individualization -role of assessment -preparation for transition (DAP does not prepare children for kindergarten) -role of families -necessity of interagency collaboration -importance of outcomes -ABI is specific intervention and DAP provides broad guidelines

Area 4.7 Describe an embedded learning opportunity (ELOs), including all components of the learning trial

Definition: - Embedded Learning Opportunity: specifically designed, short teaching episodes that are used to promote children's engagement, learning, and independence in everyday activities, routines, and transitions in the classroom, home, and community Focus of ELO's: - What to teach: what skills/goals child is working on? - When to teach: during which routines/activities can these skills be naturally addressed? - How to teach: what strategies will elicit the skill and help the child be successful? Key Features: - Addresses skills that are important/functional in everyday life - Teaches skills to a child alongside other children through activities - Uses typically occurring activities and authentic materials - Uses short teaching interactions ABC's: - anecedent -behavior -consequence Learning Trial: Logically occurring or planned Antecedent is followed by a Behavior that leads to a logically occurring or planned Consequence Intervention Strategies in ELO's - imitation - model - self talk - broadcasting - follow the child's lead - open ended questions - choices - novelty - forgetfulness - assistance - negotiation - piece by piece - visible but unreachable - change in expectations - interruption/delay

Area 10.1 Components of EI programs using best practices (Early literacy)

Dialogic reading, print awareness, repeated readings, literacy-rich play environment. Dialogic Reading: - PEER (Prompt, Evaluation, Expansion, Repetition) - CROWD (used to prompt) (Completion, Recall, Open-Ended, Wh-questions, Distancing)

Area 1.2 Describe the eligibility criteria for EI/ECSE

EI - All developmental areas are evaluated - Use at least one standardized or norm-referenced assessment and at least one additional assessment - Categorical eligibility: hearing impairment, visual impairment, ASD, TBI, orthopedic impairment, deaf/blindness - Significant developmental delay: 2.0 SD or more in one area of development or 1.5 SD or more in at least two areas of development - Diagnosed physical or mental condition that is likely to result in developmental delays: examples include genetic syndromes, extreme prematurity of birth ECSE - Only areas of expected delays are evaluated - Categorical eligibility: ASD, TBI, communication disorder, deaf/blindness, emotional disturbance, hearing impairment, vision impairment, orthopedic impairment, other health impairment, specific learning disability, intellectual disability - Significant developmental delay: must have at least 1.5 SD in at least two areas

Area 2.1 Discuss the evolution and theory of the relationship of early childhood education and EI/ESCE field

Early childhood education (ECE) began in a more broad approach and has gradually formed its own smaller divisions for support in areas like EI and ECSE. Throughout history, different theorist have morphed their theories into the overarching frameworks and standards for early childhood special education Three models: - Developmental models: based on Piaget, Dewey, and Erikson - leading to developmentally appropriate practice (DAP), set of guiding principles, saw children as internally motivated explorers. - Behavioral models: based on structured principles of behavioral psychology, theorists like Watson, Skinner, and Pavlov, de-emphasizes the internal motivation of an individual - focuses on the idea that behavior can be reinforced, shaped, and modeled. - Contextual models: emphasizes the role of the environment in shaping development. Theorists - Bronfenbrenner and Vygotsky, the transactional model (cycle of ongoing interactions with environment). - Compensatory education: heightened social consciousness led to effort to better support children living in poverty (1960's) - helped to recognize the importance of early schooling and working with families - Early childhood education: - Learning through play - Piaget - Vygotsky - Social interaction - Ecological model - Erikson - Montessori - Constructivism: Piaget, Vygotsky, and Dewey - understanding of the content of children's development, an appreciation of the importance of children's self-initiated actions on and with their environment, and recognition of the critical role adults play as mediators of children's learning Where the two rivers meet: DEC and the NAEYC debate

Area 10.1 Components of EI programs using best practices (Naturalistic teaching strategies)

Embedded learning opportunities (ELO) into daily routines, activities, and environments; embedding schedules, zone defense schedules (making transitions count as learning opportunities; collaboration; transdisciplinary, child-directed activities (follow the child's lead), using child preferences.

Area 3.5 Discuss how to effectively include families in the assessment process and how to provide assessment results in an accessible format

Include Families in the Assessment Process - Prepare families before hand: tell them what to expect from the process - Build relationships with families to share the power - Provide opportunities for families to contribute family history and knowledge - Check-in with the family (is this typically how your child reacts) - Present information in multiple ways - Always check for understanding, follow-up questions, concerns - Consider cultural or language issues (may need interpreter) - Build understanding of the results so that you can calmly and confidently portray results and answer questions - Begin the meeting by celebrating the child's strengths - Use strength-based language - Avoid terms such as "test," "pass," or "fail" instead use "below/above cutoff" - Refer to the child (e.g., the child's score, [child's name] mom reports that] - Review the purpose of screening/assessment - Discuss follow-up options and next steps - Ask what the family wants to do -you do not need to convince the family to refer

Area 10.1 Components of EI programs using best practices (Instructional plans)

Individualized, data driven, supports, physical environment, goals embedded, cultural awareness, peer interactions, community/family involvement, generalized skills.

Area 7.3 Describe the linked system approach including the components and philosophy underpinnings

Linked System Approach 1. Assessment -collect information (observations, direct tests, report) 2. Service Plan -summarize the information (child goals, family outcomes) 3. Intervention -curricular approach (activity-based intervention) 4. Evaluation -monitoring (weekly, quarterly, annual) Middle of the Approach -program goals and philosophy

Area 4.5 Identify and discuss the components of naturalistic instruction

Naturalistic Instruction: Interventions designed to be carried out within context of ongoing routines and activities Components of Naturalistic Instruction: 1. Context of intervention is routine events and activities in natural environments (home, preschool, daycare) 2. Instruction addresses functional skills that have immediate application (the most useful) 3. Instructors are individuals who are naturally in the child's environment (teachers, parents, siblings and peers) 4. Instructional interactions are initiated by the child or by the adult capitalizing on the child's focus of attention and interests 5. Instructional strategies take advantage of the child's motivation in order to evoke target behaviors (skills/goals) 6. Desired materials and events are provided as the natural consequence of child's response Why Use Naturalistic Interventions? --Using child's natural routines and environments allow for more opportunities --Able to use materials and resources found in all environments --Ability to generalize skills across different environments and situations Examples of Naturalistic Interventions: --child focused strategies, pivotal response training, activity based intervention, incidental teaching, embedded learning opportunities, embedded time delay, enhanced milieu teaching

Area 4.8 Discuss and identify components of Response to Intervention (RTI) models

Overall RTI Model: - Tier 1: foundation, standards-aligned instruction for all students (benchmark) - Tier 2: supplemental interventions for students at some risk (strategic) - Tier 3: supplemental interventions for students at high-risk (intensive) Response to Intervention: a framework for providing high-quality care, teaching, and responsive care giving through the delivery of differentiated supports - Multi-tiered model based on a hierarchy of support - Differentiated support based on data-based decision making process - Focus on monitoring and intervening with children when needed Consists of: - Problem-solving approach to identify and evaluate instructional strategies - An integrated data collection and assessment system to monitor student progress and guide decisions at every level

Area 4.9 Explain Positive Behavior Intervention and Supports (PBIS) and the process for implementing PBIS

PBIS: comprehensive approach focusing on facilitating appropriate behaviors while preventing and reducing challenging and stigmatizing behaviors. Major goal is to facilitate participation in meaningful activities and inclusive settings. Fundamental tenet of PBIS is that all behaviors are a form of communication Tiered Model: - Primary prevention: school/classroom wide systems for all students/staff/settings - Secondary prevention: specialized group, system for students with at risk behavior - Tertiary prevention: specialized, individualized, system for students with high-risk Implementation: -explicit teaching -examples of targeted expectations and non-examples -multiple opportunities to practice -reinforcement/reward of appropriate behaviors Process of Implementation: - Buy in from administration/staff - Start at bottom, build relationships and work up - Continuous systematic data for goals - Include families

Area 5.1 Describe the history of family involvement in early intervention

Professionally-centered model (medical model): - Professionals viewed as expert and they determine what the child and family need and how to meet those needs - Expectation is that the family will rely and depend upon the professional Family-allied model: - Needs are still identified by professional, but families are seen as able to implement services - Professionals "train" family members Family-focused model: - Families are viewed as consumers - Families choose among the various options identified and presented to the family by the professionals - Professionals assist family in figuring out the best choice of intervention Family-centered model (gold standard): - Professionals view family as equal partners - Intervention is individualized, flexible and responsive to the family-identified needs of each child and family - Focuses on strengthening and supporting family functioning Family practices (DEC Recommended Practices): - Family-centered practices: individualized, flexible, respectful, provide full information to support choice making - Family-capacity building practices: enhance parent's self-efficacy by providing opportunities - for parents to participate and grow in ability to support child - Family and professional collaboration: build reciprocal relationships where team can work on mutually agreed upon goals

Area 8.4 List and describe various curricula/curricular approaches in Early Childhood Education and strategies for consulting with staff in each approach to promote the successful inclusion of children with disabilities

Reggio Emilia: Core of this philosophy is that children are capable and competent. Emphasized in relation to creativity. - For example, a student attending a Reggio Emilia preschool would be given many opportunities for creative expression both individually and in collaboration with others. - Teachers are continually documenting their observations of their students. This information is used to guide curriculum to be centered on what the students are interested in. - Teachers are viewed as partners of the students' learning - Core Values: ---- children are strong, powerful, capable, and competent --- learn through active, social, and constructive process --- relationships are the foundation of learning --- children learn though projects, dialogues, and through representation and reflection experiences --- role of teacher is to observe, document, and provoke their thinking --- families are actively involved - As a consultant, do not expect to use teacher initiated intervention. Instead, take a lot of data and create opportunities for students to explore things that they have shown interest in. --- capitalize on student's interests and bring that to the attention of the teacher to incorporate his interests in things if they are not already Montessori: productive "works," mixed ages, independence, functional, no direct intervention, teachers may provide modeling. - Types of materials/activities: ---practical life activities: pitcher to practice pouring, dressing frames, self-care, courtesy, cleaning, consideration for others, and care for environment. ---sensorial activities: awaken and train the senses, bells, pink tower, number rod, smelling jars, and mystery bag discrimination ---cultural activities: map, land, water, past, present, gravity, sound, plants, and human history ---language activities: books, pictures, sounds, tracing sandpaper letters ---mathematics: number rods, sandpaper numbers, sorting, counting, number memory games, and counting beads -Montessori observed that children were more interested in meaningful tasks. Her students were "calm" and hard-working when they used her carefully selected materials. She thought that the other toys were irrelevant - As a Consultant: communicate with the staff about how they are comfortable with you interacting with students. Typically, adults model new "works" and take lots of data. Don't bring your own materials because Montessori is very intentional - Teacher's role: preparing environment introducing and modeling how to use materials, observe and document. Waldorf: The goal is to promote children's body, mind, and spiritual development and to shelter them from the unhealthy social environment. -Focus is on natural home-like environment, naturally made materials/toys, earth tone colors, sense of wonder, open-ended hands-on activities, caring adults. - As a Consultant: be aware of their philosophy and values. utilize their materials rather than your own. No plastic materials/toys, letters or numbers Project Approach: In-depth project of real world experiences, projects have a beginning/middle, conclusion, are determined by the child's interests. Constructivism: Children actively build knowledge through interacting with their environment and challenges, and teachers scaffold the child's learning High Scope: plan-do-review, assessment, child-initiated, open-ended materials. --- Consultant: don't tell the children how to engage with materials, use the teachers and their data to your advantage, follow the child's lead. Head Start: "typical classroom" child-lead and teacher-led instruction, focus on self-care, and focus on the child as a whole. --- Consultant: gaining entry and building relationship stages are important. As a consultant, you may run into teachers who have "older philosophies" --- open to various strategies - implement with fidelity --- wide variety of curriculum used in the classrooms

Area 8.5 Discuss the rationale for inclusion and the role of peer competence in social inclusion

Scientific benefits of inclusion - children with disabilities, particularly those with the most significant delays, experience greater cognitive and communication gains than when in inclusive settings -increased likelihood of practicing new skills - decreased absenteeism (not coming to school) -overall increased chance of employment -higher lifetime earning -increased social emotional skills Other thoughts -a sense of belonging for every child, membership, positive social relationships and friendships, ability to reach full potential -certain regulations and protections under federal law (EHA, EAHCA, IDEA) -the defining features of inclusion could be high-quality early childhood classrooms, and services are accessible, participation, and supports Value of typical developing peers for behavior and skills -students naturally learn from each other -students can also participate in peer mediated intervention -promotes inclusion, leadership, caring students, and peers learn best from each other

Area 7.1 List and describe the theorist and theories that make up the unified theory of practice in EI/ECSE

Skinner and Watson (Behaviorism) Behaviorism says directly observable events are the appropriate focus of study (behaviors are functional and there is a reason for the behavior). Focuses on external factors (things you can see, measurable behaviors to focus on). According to behaviorist theory, every behavior has a function and is mediated by antecedent events and resulting consequences. Takeaways: Learning occurs through repeated pairing of stimuli and feedback. -Select stimuli that will provide opportunities for children to practice skills. -Let children learn from naturally and logically occurring consequences. -Ignore undesired behaviors while teaching replacement behaviors.Model and reward desirable behavior. Bandura (Social Learning Thoery) We learn from one another through observation, modeling (children learn by what they see adults doing), and imitation ("Monkey See, Monkey Do"). -Bobo Doll Experiment: children would be aggressive with the doll after watching adults engaging in the same aggressive behavior. Takeaways: -Result of social influences as opposed to direct reinforcement. -Learning is a cognitive process that occurs in social settings. -Can be learned through observation or direct instruction. Dewey (Pragmatism) Believed that knowledge arises from active engagement in meaningful activities and real life experiences. Learning is a dynamic process between learner, environment, curriculum that involves: disagreement, discussion, engagement, and democracy (individuals working together in order to problem solve and figure things out). Active and focused participation is key (must be invested to be actively involved in learning). Learning is facilitated by allowing children to choose what to do and how to do it. Match educational goals with interests. Learning opportunities should be continuous (what children can do now and what is next for them to learn, everything builds on each other). Takeaways: -Natural environments for learning (functional and realistic). -ELOs (learning while doing). -Child initiated activities (follow the child's lead, motivation). -Functional goals (learning should be meaningful). -Active participation in the classroom. -Lots of discussion and problem solving (collaborative problem solving: have children generate ideas on how to problem solve). -Constructivism: kids learn through constructing their own knowledge (problem solving, engaging). Piaget (Cognitive Developmental Theory) Believed that the child's interaction with his or her environment is what creates learning. Children construct knowledge by giving meaning to people, places, and things in their world (constructivism: "construction is superior to instruction"). He developed the 4 Stages of Cognitive Development (sensorimotor, preoperational, concrete operational, formal operational) and believed that you can't push children past their stages (they won't be successful). Takeaways: -Provide lots of hands on experiences. -Ask a variety of open-ended questions. -Follow the child's lead. -Provide large blocks of free play (for children to explore their environment). -Provide lots of real world experiences. -Allow child to explore and interact with materials and environment. Bronfenbrenner (Ecological Systems Theory) Saw development as formed through the interaction between the child and his or her environment. Believed that each child needs someone who supports and loves them. Individual, micro, meso, exo, macro, chrono Takeaways: -Providers should use multifactor or multilevel approach to screening, assessment, and intervention (not a onesize fits all). -Larger systems acknowledged in practice (incorporating cultural tradition and practice into the classroom). Vygoskty (Sociocultural Theory) Believed children construct knowledge through action within social context. When children solve problems, they acquire new concepts. Influence of language and social interaction on children's development and learning (can't learn without language). Believed that language was a tool for constructing knowledge and children use language to guide their learning. Believed in the importance of play and that pretend play supports children's symbolizing activity. Also, play provided a foundation for children to develop social, emotional, physical, language, and cognitive skills. Believed that development is a social process. Adults should support children's learning by giving help, but at the same time challenging children to think on their own (scaffolding). Takeaways: -Provide interesting experiences. -Ask questions (to help children think and provide more knowledge). -Broadcast (describe what a child is doing). -Post challenges which lead young learners to actively solve problems. -Scaffold children's learning: ask questions, prompt or give hints when achild is within the ZPD, and provide environmental supports and challenges. Erikson (Psychosocial Development) Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs. Guilt Takeaways: -Provide sensitive and responsive caregiving from the beginning. -Respond to distress (crying or fussing). -Offer warm, sensory connection from beginning (teaches voice). -Provide children with simple choices. -Eliminate false choices. -Set clear, consistent, reasonable limits (navigate tension). -Accept the swing between independence and dependence. -Encourage children to be increasingly independent as they grow. -Focus on gains as children practice new skills. -Set expectations that are inline with children's individual abilities.-Focus curriculum on real things and doing.

Area 2.2 Describe the practices in special education which affected the development of practices in early intervention

Super short historical perspective - first half of the 20th century: forget and hide - 50's and 60's: screen and segregate (institutionalize) - 70's to 90's: identify and help - 21st century: educate and include - Itard: showed the educational community that learning was possible for children with disabilities - Sequin: student of Itard, incorporated strengths and needs into intervention practices - WWII: poverty, compensatory ed. - Establishment of institutions (mid 1800's): originally meant for educational purposes, but by the early 20th century they became a place to isolate people with disabilities from society - Behaviorism: every behavior has a function Practices Borrowed From SPED: - Individualized instruction (IFSP, CFIS, ELOs) - Family based services - Belief that every child can learn - Importance of sensorimotor activities - Comprehensive assessment of child's strengths - Children with vision and hearing/deafblindness can use curriculum modifications and adaptations - Constructivism: Piaget, Vygotsky, Dewey - understanding the content of children's development, an appreciation of the importance of children's self-initiated actions on and with their environment - Psychoanalysis: Freud, Alder, and Jung - emphasis on building relationships with caregivers for young children's social emotional development - Ecological theory: emphasis on factors within the immediate setting, interrelating influences of different settings in which the child participates, influences of the broader ecology

Area 5.3 Discuss strategies for respecting the diversity in the values, experiences, and background of families that may participate in early intervention programs

Two characteristics a service provider should possess: 1. Openness to listen learn 2.Change and commitment to engage in reflective listening 1.Developing and applying self-awareness: - Examine own beliefs, bias, and behaviors - Be sensitive to how social interactions differ across cultures 2.Learn about others cultural and sociocultural perspectives: - Reading about the culture - without assuming stereotypes - Talk with individuals - Ask family open-ended questions, never assume - Learn the language and participate in cultural activities - Apply self-awareness and info learned about the culture to one's practice 3.Ask questions - differences for every culture/family: - Expectations of child - Views on disability - Family routines - Family and community - Strengths and needs - Ensure that families are able to participate fully in discussions (never assume some English means they can understand meetings without an interpreter) - Build agency's cultural diversity capacity by networking with community resources

Area 9.2 Discuss major types of disabilities and risk factors

Types of disabilities: - Genetic syndromes (children may be at risk if a family member has had a specific disability or carries a known gene) - Physical disability (e.g., motor, orthopedic impairment) - Cognitive/intellectual/learning disability - Communication (speech and language) - Mental health - Hearing/vision - Deaf/blindness Types of risk: 1. Established/identified (qualify for EI services) ---down syndrome ---low birth weight ---fetal alcohol syndrome 2. Biological/medical (factors that impact an organism's philosophy and may adversely affect its development) ---preterm birth ---prenatal drug exposure ---genetic conditions ---poor prenatal care 3. Environmental (factors external to an organism that if un-remediated, may adversely impact its development) ---homelessness ---poverty ---maltreatment ---poor health care ---lack of social learning opportunities ---parents with limited intelligence

Area 3.1 Discuss the various types and purposes of assessment/evaluation

Types: 1. Judgement-Based Assessment (observations) 2. Standardized, Norm-Referenced (Bailey and Battelle Developmental Inventory) 3. Criterion/Curriculum-Based Assessment (AEPS - Assessment, Evaluation, and Programming System) 4. General Outcome (IGDI - Individual Growth and Development Indicators) Purposes: 1. Traditional screening (does the child need more evaluation?) 2. Universal screening (does the child need more intensive instruction?) 3. Diagnosis and determination of eligibility (is the child eligible for services?) 4. Assessment for program planning (what does the child need to learn?) 5. Assessment for progress monitoring (is the child making progress?) 6. Program evaluation (is the intervention working?)