Curricular Considerations for Young Children in Inclusive Settings

Lieber, Joan; Schwartz, Ilene Sharon; Sandall, Susan R.; Horn, Eva; Wolery, Ruth

doi:10.1207/s19309325nhsa0403_6

Cited by 6 publications

(6 citation statements)

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“…The results of this experiment indicated that with specific instruction and feedback, teachers can increase the rate of instruction that children with disabilities receive in integrated classrooms employing an activity-based approach. Although numerous studies have demonstrated the efficacy of naturalistic approaches, preparing teachers to use embedded instructional approaches continues to be a stumbling block (Hepting & Goldstein, 1996;Lieber et al, 1999). This study showed that understanding instructional trials, attaining competence in conducting discrete trials, and knowing how to organize instruction in the context of discrete trials are important components of successful applications of naturalistic, embedded instruction such as ABI.…”

Section: Discussionmentioning

confidence: 92%

“…A range of studies has supported the efficacy of embedding instruction into ongoing activities to target important skills such as communication (e.g., Kaiser, Yoder, & Keetz, 1992;Schwartz, meter, & Schuster, 1998). Little is known, however, about what ecological, staff, and classroom variables must be in place for teachers to use naturalistic strategies with strong procedural fidelity (Lieber, Schwartz, Sandall, Horn, & Wolery, 1999;Pretti-Fronczak & Bricker, 2001 ).…”

Section: Effects Of Teaching Earlymentioning

confidence: 99%

“…A range of studies has supported the efficacy of embedding instruction into ongoing activities to target important skills such as communication (e.g., Kaiser, Yoder, & Keetz, 1992;Schwartz, Anderson, & Halle, 1989;Warren, 1992; Warren & Gazdag, 1990), play and academic engagement (e.g., Fox & Hanline, 1993; Malmskog & McDonnell, 1999), peer imitation (e.g., Garfinkle & Schwartz, 2002;Venn et al, 1993), social interaction (e.g., Filla, Wolery, & Anthony, 1999), and self-help skills (e.g., Sewell, Collins, Hem-meter, & Schuster, 1998). Little is known, however, about what ecological, staff, and classroom variables must be in place for teachers to use naturalistic strategies with strong procedural fidelity (Lieber, Schwartz, Sandall, Horn, & Wolery, 1999;Pretti-Fronczak & Bricker, 2001 ).…”

mentioning

confidence: 99%

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Effects of Teaching Early Interventionists to Use Discrete Trials During Ongoing Classroom Activities

McBride

Schwartz

2003

Topics in Early Childhood Special Education

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This study evaluated the effects of a teacher-training package that included sequential components (activity-based intervention [ABI] and ABI with discrete trials) on the rate of instructional opportunities presented to young children with disabilities. Three teachers and three children participated. A multiple-probe design was used with four conditions: classroom baseline, ABI, ABI with discrete trials, and generalization. Although the rate of instruction increased during the ABI condition, substantial increases were not seen until teachers received instruction on how to organize and conduct instructional trials using a discrete trials format. Concurrent observations revealed that the percentage of intervals in which teachers engaged in obligatory interactions (those that required a response) and nonobligatory interactions (those that did not require a response) increased as the rate of instruction increased and that the amount of time teachers engaged children in interactions that were nondirective remained unchanged following the introduction of the discrete trials format. As the rate of instruction increased, child engagement either increased or stayed the same, and all three children showed a higher rate of independent correct responses to target learning objectives in the ABI with discrete trials condition. These findings suggest that an important ingredient in the successful application of systematic instructional procedures in classroom settings may be related to how proficient early interventionists are at organizing and conducting an instructional trial.

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Section: Discussionmentioning

confidence: 92%

“…A range of studies has supported the efficacy of embedding instruction into ongoing activities to target important skills such as communication (e.g., Kaiser, Yoder, & Keetz, 1992;Schwartz, meter, & Schuster, 1998). Little is known, however, about what ecological, staff, and classroom variables must be in place for teachers to use naturalistic strategies with strong procedural fidelity (Lieber, Schwartz, Sandall, Horn, & Wolery, 1999;Pretti-Fronczak & Bricker, 2001 ).…”

Section: Effects Of Teaching Earlymentioning

confidence: 99%

“…A range of studies has supported the efficacy of embedding instruction into ongoing activities to target important skills such as communication (e.g., Kaiser, Yoder, & Keetz, 1992;Schwartz, Anderson, & Halle, 1989;Warren, 1992; Warren & Gazdag, 1990), play and academic engagement (e.g., Fox & Hanline, 1993; Malmskog & McDonnell, 1999), peer imitation (e.g., Garfinkle & Schwartz, 2002;Venn et al, 1993), social interaction (e.g., Filla, Wolery, & Anthony, 1999), and self-help skills (e.g., Sewell, Collins, Hem-meter, & Schuster, 1998). Little is known, however, about what ecological, staff, and classroom variables must be in place for teachers to use naturalistic strategies with strong procedural fidelity (Lieber, Schwartz, Sandall, Horn, & Wolery, 1999;Pretti-Fronczak & Bricker, 2001 ).…”

mentioning

confidence: 99%

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Effects of Teaching Early Interventionists to Use Discrete Trials During Ongoing Classroom Activities

McBride

Schwartz

2003

Topics in Early Childhood Special Education

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“…Although there is promising evidence regarding teachers' use of embedding to individualize instruction (see Bricker et al, 1998;Hemmeter, 2000;Horn et al, 2000;Lieber et al, 1999 for reviews), the personnel in these studies typically embedded goals/objectives with wellcontrolled or scripted procedures.…”

Section: Routines and Activitiesmentioning

confidence: 99%

Teaching IEP Goals an Objectives

Grisham-Brown

Pretti‐Frontczak

Hemmeter

et al. 2002

Young Exceptional Children

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“…In the development of environment category schemes, different methodologies have been used, since summarizing types of modifications and adaptations to support students' inclusion (e.g., simplification of activity, special equipment) [17][18][19] to identifying environment dimensions that act to either impede or facilitate participation [20].…”

Section: Introductionmentioning

confidence: 99%