Department of Education
EC-SEA
Early Childhood Special Education Assistive Technology
Prepared by: Leslie J. Couse, PhD & Carrie L. Portrie, M.Ed
Embedded Instruction is an evidence-‐based practice targeting skill development during daily routines. Interventions using this method are play-‐ and activity-‐ based within child’s natural everyday environment.
Five Steps to Implement Embedded Instruction 1. Identify the target behavior 2. Decide where and when to embed instruction (e.g., meal time, transitions, small group, free choice, outside)
July 2014
Why Embedded Instruction? • To include all children • To provide meaningful learning experiences, additional supports, and interventions (e.g., IEP or IFSP objectives) • To create opportunities and access for independence, mastery, and participation in all settings
3. Develop an Intervention Plan (see resources for examples) 4. Implement the Intervention Plan and monitor child’s learning 5. Communicate with family and caregivers to promote collaboration (Sandall, 2006; Sandall & Schwartz, 2008; Pretti-‐Frontczak & Bricker, 2004)
Embedded Instruction is effective when it is… • Part of classroom-‐based routines and activities. • Based on children’s interests. • Observable and measureable. • Organized and written down. • Implemented consistently. • Supported by an interdisciplinary team which includes the family.
Strategies for Embedded Instruction: the A-‐B-‐C’s
Antecedent: How will the adult set up the environment for the intervention or desired behavior? For example, the adult places the child’s favorite toy car on top of a shelf. Targeted Behavior: How did the child respond? For example, the child asks for the car by saying, “I want the car,” or the child looks without verbalizing. Consequence: What does the adult say or do afterward? For example, the adult gives the child the car, or the adult prompts the child to say they want the car. (Sandall, 2006; Embedded
Instruction for Learning 2009)
Dr. Leslie J. Couse, EC-‐SEAT Project Director-‐
[email protected]; 603-‐862-‐0638 Website: http://iod.unh.edu/Academics/early-‐childhood.aspx Blog: http://ecseat.blogspot.com
The contents of this brief were developed under a grant from the US Department go Educa;on, H325K120176. However, these contents do not necessarily represent the policy of the US Department of Educa;on, and you should not assume endorsement by the Federal Government.Project Officer Maryann McDermoO.
Websites • Center on the Social and Emotional Foundations for Early Learning (modules, videos, and handouts) -‐ http://csefel.vanderbilt.edu/ • CONNECT Module 1: Embedded Interventions (module, video, and handouts) -‐ http:// community.fpg.unc.edu/connect-‐modules/learners/module-‐1/introduction • Embedded Learning Opportunities (videos, Power Points, handouts, worksheets) Retrieved http://depts.washington.edu/hscenter/elo • Embedded Instruction for Learning (Instructional procedures for embedded instruction) http:// embeddedinstruction.net/instructional-‐procedures-‐embedded-‐instruction#fcs.
Online Materials • Using routines-‐based interventions in early childhood. By: Jennings, D., Hanline, M.F, & Woods, J. (2012). http://www.southernearlychildhood.org/upload/pdf/Using_Routines_Based_ Interventions_in_Early_Childhood_Special_Education_Danielle_Jennings_ Mary_Frances_Hanline_Juliann_Woods.pdf. • “Tips for Early Care and Education Providers. Simple Concepts to Embed in Everyday Routines.” By: U.S. Department of Health and Human Services (2013). http://www.acf.hhs.gov/ sites/default/files/ecd/508_tips_for_early_care_and_education_providers_april_2013.pdf. • “Embedded Instruction to Support Early Learning in RTI frameworks.” Webinar from Brookes Publishing. https://www.youtube.com/watch?v=X-‐4QGj86km4&noredirect=1.
Books • Crawford, M. J. & Weber, B. (2014). Early intervention every day!: Embedding activities in daily routines for young children and their families. Baltimore, MD: Paul H. Brookes Publishing. • Grisham-‐Brown, J., Hemmeter, M. L., & Pretti-‐Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Paul Brookes. • Grisham-‐Brown, J., & Pretti-‐Frontczak, K. (2011). Assessing young children in inclusive settings: The blended practices approach. Baltimore, MD: Paul Brookes. • Prett-‐Frontczak, K. & Bricker, D. (2004). An activity-‐based approach to early intervention (3rd Ed.). Baltimore, MD: Paul H. Brookes Publishing. • Sandall, S. R. & Schwartz, I.S. (2008). Building blocks for teaching preschoolers with special needs (2nd Ed.). Baltimore, MD: Paul H. Brookes Publishing. References Prett-‐Frontczak, K. & Bricker, D. (2004). An activity-‐based approach to early intervention. Baltimore, MD: Paul H. Brookes Publishing. Embedded Instruction for Learning (2009). Instructional procedures for embedded instruction. Retrieved from http://embeddedinstruction.net/instructional-‐procedures-‐embedded-‐instruction#fcs. Sandall, S. (2006). Printed version of the DEC Recommended Practices Toolkit: Embedded instruction. Retrieved from http://faculty.tamu-‐commerce.edu/dmccrary/ECE_460_Files/A_Embedded_Inst.pdf. Sandall, S. R. & Schwartz, I.S. (2008). Building blocks for teaching preschoolers with special needs. Baltimore, MD: Paul H. Brookes Publishing.
