Syllabus

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ECSE 425:

Early Childhood Special Education Strategies

(4 credits)

 Required Text

• Very Young Children with Special Needs, 3^rd, 4^th or 5^th Edition by Howard, Williams, Lepper                                                
  

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Reference Documents

• AEPS Curriculum for Birth to Three Years (Bricker)
• AEPS Curriculum for Three to Six Years (Bricker)

• Idaho Early Learning eGuidelines (www.earlychildhood.dhw.idaho.gov)

Teacher Education Department Framework

 

 ECSE 425 Course Outcomes/Assessments

Each student will:

• Carry out intervention/instructional strategies to meet the needs of children (ages birth-2, 3- 5, and Kindergarten through 3^rd grade for ECSE students and K-12 for SPED Students) with disabilities ranging from mild to severe (Pre-Intervention Assessment Report, Data Collection documentation, Written Summary of Progress, Present Levels of Performance, Research Into Practice)
• Will use assessment data as a foundation to design and implement strategies/universal tools and technologies to meet IFSP/IEP goals of young children (Assessment-3-Weekly Take-home quizzes, Data Collection Documentation, Written Summary of Progress, Completed IFSP/IEP, Intervention Videos, Adaptations and Accommodations to Real Lessons using IEP/IFSP Goals, Data Collection Documentation, Written Summary of Progress Adaptations and Accommodations to Real Lessons using IEP/IFSP Goals)
• Examine and integrate (from a multi-disciplinary perspective) strategies for intervention into natural daily activities and routines at school, home, and leisure (Educational Matrix, Data Collection Documentation, Research Into Practice, Written Summary of Progress)
• Uncover scientifically-based/best practices for behavior change methods, functional assessments, observation methods, motivational techniques while developing and monitoring appropriate intervention for students on the autism spectrum (Data Collection Documentation, Strategies Video, Written Summary of Progress, Task Analysis, Hierarchy of Prompting, Research Into Practice)
• Demonstrate professionalism in all aspects of pre-service experiences, including responsibility for effective collaboration, team-teaching, and direct services with families and other professionals (Mid-term Interview, Oral Presentation, Timeliness and Professionalism of each case assignment, Parental Feedback Documentation)

Course Expectations

Because this is a 400-level course, we have high expectations for your learning and your performance. It is expected that each student will be prepared to fully participate in activity-specific discussion/responsibilities. All assignments submitted are expected to be professional in appearance and contain accurate, relevant information.

A student may receive passing scores on assignments but will not pass the class without demonstrating foundational competencies of an early childhood interventionist.

Learning Environment Expectations

• It is expected that all adhere to the BYU-Idaho Honor Code
• It is expected that all will contribute in and to a safe learning environment
• It is expected that you are prepared to be taught and to teach

Participation is Required for All Group Activities.

• If you are absent for group activities, it is your responsibility to make arrangements to submit the assignment.

Late Work

Assignments are scheduled consistently throughout the semester and build upon one another. It is imperative that you plan ahead and do not fall behind with any assignment in this course. Be prepared to turn in all assignments at the specified due dates. Turning work in on time is a sign of professionalism and respect for not only your instructor but the other students in the class. Therefore, NO late work is accepted for full credit unless the family or child is unable to accommodate the schedule.

• IF the family requests a change in schedule, you must complete a Case Family Dilemma form prior to the assignment due date and submit for approval of a later date for turning in case study work.
• Late work receives an automatic 30-50% reduction if submitted within one week of due date. Please do not ask for any other exception to this policy!!!

Professionalism

At this point in your academic program, you are making the transition from pre-professional to professional status. All aspects of this course require that your participation reflects professionalism – in attitude, in communication (both verbal and written), in respecting families and confidentiality, in your level of dependability, and in personal appearance. If you have any questions, please schedule a time to meet with the instructor. Working with families requires the utmost respect and professionalism! if any concerns arise, you must notify me the instructor as soon as possible (preferably within 24 hours) .

The Design of this Course

Complete these four phases each week

• Phase 1-Read, view and review content in the Readings, Videos, and Resources section by Tuesday (Midnight) if possible but must be complete before you meet with the family.
• Phase 2- Meet with your family and do the case work assigned with the family and case child by Thursday if possible, but must be complete before your group meeting.
• Phase 3- Meet with your group and first, discuss your case visit and then learn from example video cases about your next steps. Complete this group meeting by Saturday 11pm.
• Phase 4- Complete and Submit documentation/case assignments and your weekly journal by Friday night if possible or by Monday morning the following week at the very latest.

Here is a range of how you could complete the 4 phases of this assignment. Depending on your team and your family you could get everything done by Thursday. However, that is unlikely. Be respectful and understanding of your team members. You can work ahead on every thing except group work, so don’t blame others for not getting things done. Do everything you can to do your assignments and then meet as early as you can as a team. If you can’t meet til Saturday you can get everything else done and ready to submit before your team meeting. Enjoy meeting with your team and take antvantage of having a team meet with you to help you solve challenges that will arise.

	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday	next Mon.
Reading/Videos/Resources	X	X	X
Case Child Visit		X	X	X	X	Maybe early
Group Meeting & Assignments			X	X	X	X
Complete assignments & case documents				X	X	X	X

Assignments

1. Course Journal: Complete your journal: 1) include five insights from across all the readings, videos, and other resources assigned this week, 2) answer the reflective questions, and 3) answer the content questions, include your reasoning for your choice with multiple choice and true/false questions, if you feel your answer choice needs explanation. When you are finished,submit your response.

2. Videotaping: You are required to videotape two (2) intervention sessions - one the weeks 7-9 and one the weeks 10-12. The reflection paper should be numbered to coincide with the video segments and must include your interpretation of what is/is not occurring within the intervention session.
   1. The first video should be analyzed be each team member and consider what is going well and what is not. Submit two five minute segments: each segment should provide evidence of one of the following: environmental interventions; behavioral interventions; instructional interventions; parental involvement; team collaboration: direct prompting. One that is going well and one that is may be a struggle.
   2. The Hierarchy of Prompting video will also be formatted into 30 second segments; within each segment identify the type and number of prompts used. Arrange segments to demonstrate intervention moving from most to least intrusive prompts or least to most intrusive.

3. Research Into Practice: Each student will locate two current research articles defining/describing best practices or strategies for teaching young children with disabilities. You will be required to select strategies or practices identified in the article and implement them during three (3) intervention sessions. On dates indicated in syllabus, submit the article and a summary of its content. In addition, describe in detail how you applied the strategies/practices; reflect on the effectiveness or lack of effectiveness. Answer the following as you discuss application:

• Why do you think the strategy/practice did/did not seem to be effective?
• How would you modify it if you were to try it again?
• If you did not determine that it was effective, can you identify another situation in which it may be more effective?  

4. Case Study: “Tell me and I forget. Teach me and I remember. Involve me and I learn.” -Benjamin Franklin

• During the first week you will be assigned a case study team (2-3 members), and you should find a child and his/her family to work do the course assignments Once a child has been identified, you will begin the process as outlined below. You will be required to confirm days/times for weekly intervention sessions and identify where/when the child is participating in other interventions. With your case child's family you will review procedural due process rights (ie gaining parental authorization) and provide detailed information regarding the case study expectation. As we near the end of the semester, you will compile all of the data/information you have gathered, analyze it, summarize it, and prepare a formal case study. Information will be provided throughout the semester to support this learning process and experience.
• You are required to keep ongoing documentation of your assessments and interventions with your case study child. Your application of knowledge, learning experience and reflections should be recorded. You will be required to use pre and post evaluations, daily intervention data, educational matrix, task analysis, communication inventories, and ecological inventories to inform your final case study. You will also need to document and illustrate your use of child-focused instructional strategies, modifications & adaptations of curriculum, and your embedded learning opportunities for your target child.

5. Case Study Conference: Case Study Presentations. You will make a 20-minute professional presentation at our Case Study Conference.

• Prepare a power point to guide your presentation; include at minimum the following:

• An introduction to your case study child/family (including photos/video)
• The goals/objectives addressed throughout the semester
• Interventions employed
• Child responsiveness & effectiveness of intervention (based on data gathered throughout the semester)
• Statements of child progress by comparing pre- present levels of performance/functioning to post present levels of performance/ functioning.
• Post Intervention reflection of insights, skills and competencies gained through applying principles and strategies taught throughout the semester

Education majors need to be aware that:

• There is a strong probability that your student teaching placement will be a distant site placement
• Distant site placements are limited to certain locations and will mean a move and establishment of a new apartment and may be more expensive than campus-based sites
• Campus-based student teaching sites will require significant commuting for many
• There will be some unanticipated program expenses that develop throughout the program

Title IX of the education amendments of 1972 prohibits sex discrimination against any participant in an education program or activity that receives federal funds, including federal loans and grants. Title IX also covers student-to-student sexual harassment. If you encounter unlawful sexual harassment or gender based discrimination, please contact the personnel office at 496-1130.

Brigham Young University-Idaho is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the services for students with disabilities office, 496-1158. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by this office. If you need assistance or if you feelyou have been unlawfully discrimated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the personnel office at 496-1130.

In compliance with applicable disability law, qualified students with a disability may be entitled to “reasonable accommodations.” It is the student’s responsibility to disclose to the teacher any special need she/he may have before the end of the first week of class.

Building Blocks Model – adapted

A framework to conceptualize the interventionist’s role

The Model for this Class

The strategies and interventions that are to be learned and applied in this course are closely dependent on five levels of intervention addressed in the field/empirical research of Early Childhood Special Education. Four of the five levels are formalized in a Building Blocks model by Susan R. Sandall & Ilene S. Schwartz and others (2002). The model if effectively applied, empowers the interventionist to realize how they can successfully intervene by establishing high quality early childhood program, embed learning opportunities into the environment/curriculum, modify and accommodate the curriculum and employ child focused instructional strategies. These seem to encompass what the interventionist is doing to maximize learning and development for the child in early childhood setting. In addition to the four levels that Sandall & Schwartz advocate, the interventionist must also nurture the development of self efficacy in their students/children by teaching behavioral compensatory techniques and providing assistive technologies and adaptive equipment. The interventionist should also approach the child with the attitude that will promote maximum empowerment of the child that in turn encourages them to be more responsive and have greater access to the curriculum and other life experiences.  

Establish a high-quality early intervention program	Embed learning opportunities (ELO; ABI; EI)	Modify and adapt the curriculum / environment	Effectively employ child-focused instructional strategies	Nurture human self-efficacy
Professional collaboration Family collaboration Developmentally Appropriate Practices Engaging interactions Responsive and predictable environment Multiple opportunities for learning Teaching is matched to the child and the activity Safe and hygienic practices Appropriate levels of child guidance	Clarify learning objective and criteria for level of mastery Identify current level of performance Embedded interventions Activity-based interventions Routine-based learning Activity based learning Implement learning opportunities (Measure # of opportunities as well as child’s responsiveness)	Environmental supports Adapting materials Simplifying the activity (task analysis) Using child preferences Providing special equipment Adult support Peer support Invisible support	Scaffolding Child guidance Time delay Model, self-talk, parallel talk, expansions Mand-model Miliue teaching Levels of prompting Backward chaining Shaping and reinforcement Peer-mediated strategies Sabotage	Teach compensatory techniques Self-determination Adaptive behavior (assistive technologies; adaptive equipment) Outer-directedness Self-reliance (avoid learned helplessness)

 A modified version of the model designed by Sandall and Schwartz (2002) Building Blocks for Teaching Preschoolers with Special Needs

• Zone of proximal development: In Vygotsky’s theory, a range of tasks that the child cannot yet handle alone but can accomplish with the help of more skilled partners
• Scaffolding: a changing quality of social support over the course of a teaching session, in which the adult adjusts the assistance provided to fit the child’s current level of performance. As competence increases, the adult gradually and sensitively withdraws support, turning over responsibility to the child
• Task analysis: breaking a task into a sequence of steps to determine which components of a task the child can already perform and which need to be taught. A task analysis also suggests the order in which steps should be taught
• Positive behavior support: behavioral technique that focuses on prevention of problem behaviors and providing support for more positive behaviors by identifying the function of the problem behavior and teaching the child a replacement behavior that is more acceptable
• Adaptations: special teaching techniques and/or equipment that enable the child with special needs to participate in an activity
• Accommodations: assisting a child with special needs to allow for full access and participation in typical early childhood settings
• Backward chaining: teaching the steps of a task in reverse order; teaching the last step in the chain first
• Learned helplessness: development of a pattern of non-response or lack of effort because of a lack of opportunity to experience the success and efficacy of one’s own behavior and initiative
• Milieu teaching: an approach to language intervention in which the goal is to teach functional language in a natural environment
• Mand-model procedure: the teacher observes the child and notes his focus of attention. When the focus of attention is determined, the teacher provides a mand (a non-yes/no question) and provides a short response interval. If the child responds correctly, the teacher praises the child and terminates the interaction. If the child does not respond correctly, the teacher provides a model, a response interval and consequences as appropriate. If the child seems to understand the model, but still does not respond the teacher provides another mand.
• Self-determination: the ability of individuals to live their lives the way that they choose to live them, consistent with their own values, preferences, and abilities
• Prompt: something that the interventionist does before the child responds in order to increase the probability that the child will respond correctly
• Time delay: give the child a few seconds to do part of the skill before giving the prompt
• Environmental support: altering the physical, social and temporal environment to promote participation, engagement, and learning
• Adult support: an adult intervenes to support the child’s participation and learning
• Peer support: utilizing peers to help children learn important objectives
• Invisible support: a purposeful arrangement of naturally occurring events within one activity

Final Case Study Grading Performance Rubic

Areas                                                 Questions for self evaluation                                                 Did I do the following?                                                 Did I document the following?                         At what level of performance did I employee the following?	Rating: 0-absent - 1-2.9-weak > 3-3.9-average +/> 4-4.5-professional + 4.6-5- high quality++
Effective application of course content ·       Using task analysis ·       Embedding learning objectives into DAP activities- (Activity Matrix) ·       Integrating technology and evidence based practices & strategies ·       Using prompting hierarchy   ·       Implementing modification & Accommodations ·       Environmental, Adult, Peer and other supports.
Documentation of change ·       Able to establish and compare pre and post present levels ·       Able to explain child’s response to intervention. ·       Able to determine and document objectively the child’s current performance on target goals/objectives.
Implementation of interventions and Documentation of its impact. ·       Illustrate the connection between the interventions and the child’s responsiveness. ·       Illustrate environmental, instructional/curricular, and child focus strategies. ·       Collaboration with professionals and families for increased implementation of strategies.
Assessing and Planning Assesses and documents appraisal of intervention sessions Determines if the child is responsive or not Determines if there is too little or too much assistance and makes plans to adjust Determines changes in prompting, environment, and other dynamics to increase target behavior. Follows through with plans.
Responsiveness to instructors comments Makes changes quickly and accurately to suggestions Implements appropriate intervention strategies
Reflective Depth Able to reflect on the contributing factors of progress or lack of progress. Able to consider variables in effective delivery of strategies. Able to explain the intervention process and the child’s responsiveness. Able consider the dynamics of collaboration Consider the dynamics of system theory in meeting the child, the program and families needs. Able to reflect on own learning and the impact of this experience Able to explain conclusions drawn from lessons learned
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