Skills Without the Challenge Embedded learning ... · PDF fileSlide 1 Teaching Social...

Teaching Social Emotional Skills Without the Challenge

Melanie Reese, Grant Wood AEA

Angie Van Polen, Iowa Department of Education

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Slide 2 Embedded Learning Opportunities (ELOs)

• Embedded learning opportunities ensure that child outcomes and individually targeted skills are addressed during daily activities/routines and promotes child engagement, learning and independence.

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Slide 3

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Tier 3 –

Individual Intervention

Teachers intentionally plan embedded learning

opportunities for individual children with

planned feedback

Tier 2 – Prevention

Teachers intentionally plan targeted instruction and

embedded learning opportunities

Tier 1 – Universal Promotion

Teachers utilize Developmentally Appropriate Practices to embed learning opportunities for

children throughout the day

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Slide 5

Tier 1 – Universal Promotion

Teachers utilize developmentally appropriate practices to embed learning opportunities for

children throughout the day

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Slide 6 Social emotional health is a child’s growing ability to:

• express feelings in healthy ways (without hurting self or others)

• develop close relationships with others

• explore his surroundings and learn

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HighScope® Key Developmental Indicators: Social/Emotional Development

• Self-identity: Children have a positive self-identity.• Sense of competence: Children feel they are competent.• Emotions: Children recognize, label, and regulate their feelings.• Empathy: Children demonstrate empathy toward others.• Community: Children participate in the community of the

classroom.• Building relationships: Children build relationships with other

children and adults.• Cooperative play: Children engage in cooperative play.• Moral development: Children develop an internal sense of right

and wrong.• Conflict resolution: Children resolve social conflicts.

Retrieved from http://www.highscope.org/Content.asp?ContentId=566

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Slide 8 Teaching Strategies GOLD®: Social Emotional Objectives

• Regulates own emotions and behaviors– Manages feelings– Follows limits and expectations– Takes care of own needs appropriately

• Establishes and sustains positive relationships– Forms relationships with adults– Responds to emotional cues– Interact with peers– Makes friends

• Participates cooperatively and constructively in group situations– Balances needs and rights of self and others– Solves social problems

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Slide 9 Big Questions for Teaching

• When am I providing opportunities for children to learn and practice social and emotional skills?

• What happens in my classroom when children don’t have those skills?

• Can I identify opportunities across my daily routine to teach and learn social & emotional lessons at a universal level?

• How can I identify my strengths and my areas for growth in Tier 1 social and emotional skill teaching and learning?

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Assessing Tier 1 Instruction

• Inventory of Practices for Promoting Social Emotional Competence

• http://www.challengingbehavior.org/communities/coaches_docs/inventory_of_practices.pdf

• Environmental/Program Assessments • (CLASS, PQA, ECERS, ITERS)

• Observation Toolkit for Mental Health Consultants• http://www.ecmhc.org/toolkits.html

• Checklist to Promote Prosocial Development• http://www.naeyc.org/files/yc/file/201107/CaringAboutCaring_Hyson_OnlineJuly2011.pdf

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Slide 11 Hyson and Taylor Checklist

“A Checklist of Everyday Strategies to Promote Prosocial Development”

(Developed by Marilou Hyson and Jackie Taylor)

Is each child-especially any child who may be struggling with behavioral challenges-

involved in frequent, friendly, individual interactions with teachers?

Are classroom jobs used to build prosocial skills and a sense of community?

Does the physical environment promote cooperation and community participation?

Are photos displayed that show children working and playing together and that show

children as members of their class and of their families?

Do adults model prosocial behavior by showing empathy and kindness to coworkers as

well as to children by using respectful language such as thank you and please?

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Slide 12 Do teachers specifically, sincerely acknowledge children’s prosocial behavior?

Do teachers explain the reasons behind rules and help children understand the effects

of their behavior on others?

Do classroom rules include positive, prosocial expectations - the dos, not just the

don’ts?

Do teachers scaffold children’s efforts to be helpful and kind by giving them words to

use or offering suggestions about what do to?

Do teachers prompt children to help them learn prosocial behavior?

Do families receive practical, culturally relevant tips during home visits or at parent

meetings to encourage prosocial behavior at home?

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Tier 2 – Prevention

Teachers intentionally plan targeted instruction and

embedded learning opportunities

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Slide 14 Data

• Curriculum Based Assessment Data

• Behavior Checklists

• DECA

• Social Skill Inventory

• Observational Data

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Slide 15 When to Teach

Consider: • Time of day• Routine• Transitions• Activities

• Child Directed• Routine • Planned Activities

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Where to Teach

Location, location, location!

Consider:• Places outside of the

building• Spaces in the building other

than classroom• Areas in classroom

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Slide 17 What to Teach With

Categories of Materials• Books• Manipulatives• Dolls• Musical instruments

Example: Loose PartsCorks; keys; natural materials (pine cones, seashells, rocks, sticks, grass, seeds);

screws/washers; floor samples; art materials (buttons, spools, popsicle sticks, beads, straw); recycled materials (paper tubes, paper, ribbons, caps, lids, wood scraps, wire, foam, cardboard)

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Slide 18

Amy Jackson Caden

Arrival Greetsteacher and says good morning

Approaches a peer and says good morning

Smiles andmakes eye contact with peer and/or adult

Centers Asks a peer if she can play too

Asks a peer to play with him

Approaches a peer withphysical proximity

Outside Asks peers to play with her or if she can join play

Asks a peer to play a game Jackson wants to play or is interested in

With adult supportapproaches peers and begins playing

Table Discussion

Skill: Initiate Interaction

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Tier 3 –

Individual Intervention

Teachers intentionally plan embedded learning

opportunities for individual children with

planned feedback

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Slide 20 Data

• Functional Behavior Assessment

• Behavior Checklists

• Individual Education Plans/Individual Family Service Plans

• Behavior Support Plans/Behavior Intervention Plans

• Observational Data

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Slide 21 Embedded Learning Opportunities (ELOs)

• Embedded learning opportunities ensure that children’s outcomes and individually targeted skills (behaviors) are addressed during daily activities in a manner that expands, modifies, or is integral to the activity in a meaningful way

Pretti-Frontczak & Bricker, 2004

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Antecedent

Starts the learning opportunity

Response

Sometimes what you

want and sometimes not

Consequence

Keeps learning goingPretti-Frontczak & Bricker, 2004

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Slide 23 Antecedents

• The condition or context under which the target skill/behavior will occur and can be observed– Location or time (during daily activities, at circle time, in

the bathroom)

– Context (when playing with peers, when asked a question, given a directive)

• The occurrence of an action/event that happens before the target behavior or elicits that target behavior– Adults (e.g., teachers, caregivers, therapists)

– Peers/siblings

– The physical environment (e.g., object, event, picture/sign/word)

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Slide 24 Antecedents

• Antecedents are designed to elicit target skills/behaviors from a child

• Antecedents are provided by adults, peers, and the environment

• Antecedents should not disrupt a child’s learning/play but rather, should enhance, shape, or expand

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Target Responses/Behaviors

• Are observable and measurable child action that can be seen or heard

• Have a beginning and an end

• Should be developmentally appropriate and functional

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Examples of TargetResponses/Behaviors

• Child says sentences to inform, greet, and direct others

• Child remains with the group

• Child takes turns with peers

• Child uses coping skills by ______ when upset

• Child takes deep breaths to calm down

• Child verbally asks for help or uses a help cue card

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Slide 27 Target Behaviors Defined

Some target behaviors will require a definition

– Participates/Engages – Need to define/describe how a child would participate (e.g., by listening, by answering questions, by following directions)

– Solves problems– Need to define/describe the strategies or actions the child uses to solve problems (e.g., asks for adult help, moves objects/materials, negotiates with a peer).

– Shares – Need to define/describe how a child shares (e.g., child has materials, offers or responds to request from peer for materials

– Turn Taking – Need to define/describe what turn taking consists of, or how many times it should occur for a turn to count (e.g., might ask for a turn with a toy, might initiate turn taking games

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Consequences/Feedback

• Consequences are the adult, peer, or environmental events that follow a child’s targeted or non-targeted response/behavior that support the child

• Consequences should– Be logical

– Increase the likelihood the targeted behavior will occur again

– Match what the child is interested in

– Be motivational

• Continuum of consequences exist (focus on intrinsic)– Extrinsic

– Intrinsic

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Slide 29 Examples of Consequences/Feedback

• Encourage and affirm

• Wait/pause

• Receiving item requested

• Redirection

• Smile

• Corrective Feedback

• Scaffold

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Slide 30 ARC Illustration

Antecedent Response/Behavior

Consequence

What you

or another adult will do

(*) Target Response/Behavior

(*) Target Consequence

What a peer will do or what will be in the environment

(x) Non-target Response/Behavior

(x) Non-target Consequence

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Example of a Preschool ELO

Antecedent Response/Behavior Consequence

During a play activity ateacher prompts child to get their peers attention or the environment/activity prompts the child to get the peers attention

* - Getting a peer’s attention by verbally saying their name or tapping them on the shoulder

* - The peer gives their attention to the child in a positive way, teacher may acknowledge the positive interaction

x - Yell at a peer, or grab/poke them incessantly to get their attention

x – The peer will not give attention to the child and teacher will remind child how to gain someone’s attention appropriately

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Slide 32 Example of a Preschool ELOAntecedent Response/Behavior Consequence

Adult will prompt peer to ask identified child “can I have a turn putting a block on your tower”, during interest area time, in the block center, using blocks.

* - Turn Taking – letting a peer engage in a play exchange with meaningful materials

* - Peer will say “thanks for giving me a turn”, adult could tell both children that they are doing a nice job taking turn and a thumbs up, child will engage in a positive social interaction with a peer

x - Grabbing materials from a peer, pushing, not letting peer have a turn, saying no

x - Adult will prompt peer to say the child’s name and ask again. Then the adult will intervene, get the child’s attention and let them know the peer has requested and turn and encourage/support the child to give the peer a turn.

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Slide 33 Example of an Infant/Toddler ELO

Antecedent Response/Behavior Consequence

Adult will prompt toddler to “Say Hi!”and wave when toddler approachespeer anywhere in the classroom/outside

* - Verbalize “Hi” and wave to peer

* - Peer waves back or adult acknowledges peer response “She smiled when you said hi”

x – Hitting and pushing when approaching peer

x – Adult will state “That is (name peer). Wave and say Hi (name).”

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Turn and Talk

Turn and tell the person next to you:

• One thing you might try

• One new thing you learned

• One thing you thought was interesting

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Slide 35 Considerations for Embedding

• How often to embed

• When to embed

• Where to embed

• How to embed

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Slide 36 How Often

• Frequency of opportunities should be based upon the child, the skill/behavior and the setting

• Provide enough learning opportunities that progress or desired outcomes are reached

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How Often Is Based OnStages of Learning

• Acquisition – new skill or concept

• Fluency – the ability to immediately use the skill or concept without a prompt

• Maintenance – continuing to use the skill or concept over time

• Generalization – applying the skill or concept to new situations, people, activities, ideas, and settings

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Slide 38 When to Embed

• When the child is interested in the activity or events

• When the child is motivated

• When the child has joint attention with the adult/peer/environmental event

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Slide 39 Where to Embed

• Child-directed activities– Interest Areas

– Outside

– Free Play

• Routines– Transitions

– Mealtimes/snacks

– Arrival, dismissal

– Bathroom breaks

• Planned activities– Large group

– Small group

– Circle

– Literacy group

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How to Embed

• Ensure a match between antecedents and the targeted skill and child

• Ensure timely and meaningful consequences/feedback to the child

• Consider your sequence of steps for the activity

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Slide 41 Learning Opportunities

• Learning opportunities allow children to practice, perform, or attempt to produce targeted behaviors

• Learning opportunities can be created by an adult, peer, the physical environment, or an attribute internal to the child

• Learning opportunities should provide targeted feedback to the child

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Slide 42 Writing Embedding Schedules

• Emphasizes use of daily activities

• Allows for individualization of group and center-based activities

• Ensures multiple opportunities to practice and strengthen skills

• Consider child’s preferences and what motivates the child

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Slide 44 Data Collection Plan

• What skill does the child need extra instruction/intervention on

• What data will you record?

• How will you record the data?

• How often will you record the data?

– Why?Plan

ImplementEvaluate

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Slide 45 Brining It Together

• The ARC process should be used at Tier 3 to guide and implement embedded learning opportunities

• The ARC process can be used at Tier 2 and at Tier 1 if you want or have data

• Remember, to match the ELO to child interest and activities that motivate the child.

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Questions

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Slide 47 For Questions Contact:

Melanie Reese

[email protected]

Angie Van Polen

[email protected]

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Skills Without the Challenge Embedded learning ... · PDF fileSlide 1 Teaching Social...

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