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content that can be taught
methods used to determine what to teach
methods used to determine that what is taught is acquired and used

curriculum can be used:

in various settings by various individuals
in the context of routine


professional activities related to changing, directly or indirectly, children's behaviors in desired ways

key to early intervention

independent engagement in appropriate activities

partial participation

child does as much as he can, you fill in the rest. limits prompt-dependence.

goals of early intervention

supporting families
assisting children in interacting with the environment
promoting children's growth
promote children's social competence
ensure children use acquired skills, generalization, focus on transition
ensure children spend their lives with their families and communities
prevent future problems

contexts of early intervention

empirical foundations
natural environments
appropriate practice

learning and development are influenced by:

biology and health
learning/reinforcement history
interaction with environment

learning and development assumptions

influenced by inherent factors
influenced by experience
enhanced by child-environment interaction

Lesson Model

1. tell learner what they're going to learn
2. provide instructional strategy
3. model correct behavior
4. prompt their first tries, correct mistakes
5. independent practice

key to selecting strategies

support and provide family values
be responsive to child's behavior
consider information from relevant disciplines
consider relevant settings
address multiple goals in one activity
establish a balance between child learning and adult-directed learning
promote acquisition, fluency, generalization, and maintenance
choose strategies that are most typical


early learning of a skill


mastery of a skill


keeping a skill across time


completing skill with various environments, adults, etc.


the amount of time a child spends in developmentally and contextually appropriate behavior

effective curriculum strategies continuum

environmental arrangements
specialized materials
responsive elaboration of child behavior
differential reinforcement
peer-mediated strategies
self-management strategies
milieu strategies

environmental arrangements

physical space
adult-child ratio
daily schedule

specialized materials

kids' interests, response of material
social and non-social materials

responsive elaboration of child behavior

encourage interactions
keep materials close
use preferred objects

differential reinforcement

reinforcing correct behaviors
withholding reinforcement for incorrect behaviors

peer-mediated strategies

peers encouraged to monitor behavior of others

self-management strategies

children monitor their own behavior

milieu strategies

environment designed to promote language
focus on child's interests
follow the child's lead


reinforce correct response when it appears naturally


model the skill, prompt it, and reinforce it

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