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26 terms

IEC Week 2 (QUIZ 1)

STUDY
PLAY
Curriculum
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
intervention
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
family-centered
team
empirical foundations
natural environments
appropriate practice
learning and development are influenced by:
biology and health
learning/reinforcement history
maturation
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
acquisition
early learning of a skill
fluency
mastery of a skill
maintenance
keeping a skill across time
generalization
completing skill with various environments, adults, etc.
engagement
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
response-shaping
response-prompting
environmental arrangements
physical space
adult-child ratio
daily schedule
specialized materials
kids' interests, response of material
age-appropriateness
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
response-shaping
reinforce correct response when it appears naturally
response-prompting
model the skill, prompt it, and reinforce it