Using Implementation Checklists to Reinforce the Use of Child-Focused Intervention Strategies

Abstract

Sonja was preparing for her visit to the Hillcrest Child Development Center to see Nolan, a 3-year-old little boy on an individualized education program (IEP). Nolan attended Hillcrest full-time and was a member of Mr. David’s class. Nolan had difficulties interacting appropriately with his peers. His teachers, David and Ellen, were frustrated with his behavior and had used (unsuccessfully, in Sonja’s opinion) time-out to reduce his inappropriate behavior. For the past month Sonja had been working with David and Ellen to help Nolan learn other, more appropriate ways of interacting with his peers. She had tried all of the ways she knew to help David and Ellen. For example, she had explained repeatedly that sending Nolan to the time-out chair did not appear to be working since Nolan’s

Individualizing Inclusion for Preschool Children Using Collaborative Consultation

“…Evidence-based intervention strategies that are particularly useful in preschool settings include curriculum modifications (e.g., environmental support, material adaptation, activity simplification, peer support), embedded learning opportunities (ELOs; using planned instruction for a child during typical routines), and child-focused instructional strategies to teach specific concepts or skills (e.g., time delay, corrective feedback, backward chaining, peer mediation; Sandall & Schwartz, 2008). After team members decide which intervention strategies to try first, they implement strategies and determine how well they are working (Dinnebeil, Spino, & McInerney, 2011).…”