Module 3 - Maine Autism Institute for Education and Research

The ESDM Curriculum Checklist; The correlation between IFSP Outcome and Skills on the ESDM Checklist. Activities to support your learning: Read Chapter 2 and 4 ... Skiptomainnavigation Skiptositenavigation Skiptocontent MaineAutismInstituteforEducationandResearch Home AboutUs EventsCalendar PathwaysNewsletter NewsArchive DonatetoMAIER FirstStepsTrainingEarlyStartDenverModel                    Module3:OverviewoftheEarlyStartDenverModel   Uponcompletingthismodule,youwillbeabletodescribe: ThefoundationsofESDM TheESDMCurriculumChecklist ThecorrelationbetweenIFSPOutcomeandSkillsontheESDMChecklist Activitiestosupportyourlearning: ReadChapter2and4oftheESDMmanual ReadAppendixA(p.209-212)andreviewtheCurriculumChecklist(p.213-258) Read/Reviewthishandout:CorrelationbetweenIFSPOutcomesandSkillsonESDMChecklist Visitthefollowinglinksformoreinformationon:       PivotalResponseTreatment(PRT)       AppliedBehavioralAnalysis(ABA)     FoundationsofESDM:InterventionPractices Downloadillustration [PDF] [MSWord]  WhatistheESDMCurriculumChecklist?(RefertoAppendixA) Criterion-referencedtoolthatprovidesdevelopmentalsequencesofskillsin8domains. Includes480itemsorganizedin4levels(ages9monthsto48months) DevelopedforchildrenwithASD Placementofitemsacrosslevelsreflectstypicalchilddevelopmentalresearchandclinicalexperience. CurriculumContent Assessmentadministered–play-basedbytheESM-C Completedevery12weeks Identifycurrentlevelofabilityandnextsetofmoreadvancedskills Teachestobothstrengthsandneeds Parentparticipationrequired Domains ReceptiveLanguage                         ExpressiveLanguage SocialInteraction Fine/GrossMotorSkills Imitation Cognition PlaySkills AdaptiveBehavior/PersonalIndependence ChecklistDetails AdministeredbyEarlyStartMaine-Consultant(ESM-C) Play-based,interactiveformatgivinginformationregardingsocialandcommunicationskillsthatwouldtypicallyoccurduringachild’splay(playactivitytonaturalendingpoint–noteonskills,repeat) Informationreceivedfromparent(s)andtherapists(ifinvolved)viainterview Identifyskillsineachdomainthatdefinethechild’smostmatureskills(P,+),currentlyemerging(P/F,+-),andskillsachildisnotyetpresentingwith(F,-) Mostchildren’sskillsfallwithinonelevelbutreviewofthelevelbefore/afterismadeifachildhasmostlyfails/mostlypassesinagivendomain Codes FinalCode(A,P,N,X) A:Acquiredskills(nottargetedasanobjective), P:Partialorprompted, N:Childisunableorunwillingtodemonstrateskill, X:Noopportunityornotappropriateforthischild ConstructingtheESDMInterventionPlan(Refertopgs.68-79) CompletedbyESM-CincollaborationwithPSPandIFSPOutcomes Writingobjectives Intendedtobeachievablewithin12weeks,2-4objectivesperdevelopmentalarea Defineskillmasteryandgeneralizationacrosspeople,settings,materials Targetfunctional,adaptiveactionsincontext Developingtaskanalysis 4-6teachingsteps:baseline->mastery Buildingdailydatasheettotakedataoneachteachingstep Teachingeachsteptomastery Monitoringprogresswithdatasummarysheet Objectives ObjectivesarecomposedfromtheskillscodedP-partial,N-notdemonstrating,andX-noopportunity Twotofourobjectivesaredeveloped ineachdomain Inputfromparentsregardinggoalsfortheirchild Inputfromotherprofessionalsconsidered Objectivesrepresentbothachild’sstrengthsandchallengeswhichresultinobjectivesthatarebalancedandobtainablein12weeks(keepinginmindachild’slearningrate) ExampleObjective:ExpressiveCommunication A.Whenanadultpresents(e.g.holdsoutitemsinhandsorstartsanactivityandpauses)desiredactivitiesorobjectsoutofreachduringtreatmentsessions. B.Thechildwillrequestbyvocalizingcombinedwithgazeorgesturewithin2secondsofpresentation. C.10ormoretimesina60minutesessionacross3differentactivities,people,andsettingsforthreeconsecutivedays.   CorrelationbetweenIFSPOutcomesandSkillsonESDMChecklist AnIndividualizedFamilyServicePlan (IFSP)isaplanforspecialservicesforyoungchildrenwithdevelopmentaldelays.AnIFSPonlyappliestochildrenfrombirthtothreeyearsofage.TheIFSPisdevelopedwithservicecoordinatorfora PartC eligiblechildandfamily.Theserviceisavailable“PartC”(formerlyPartH)ofthe IndividualswithDisabilitiesEducationAct (IDEA).TheIFSPissetuptoidentifyindividualizedsupportsandservicesthatwillenhancethechild’sdevelopment.TheIFSPisusuallydoneat6monthintervalsbutcanbedonemoreoftenifnecessary.ThePSP facilitatescoachinginteractionsthatwilladdressIFSPoutcomes.ThisdocumentistheresponsibilityoftheChildDevelopmentServices(CDS)EarlyInterventionTeam. ESDMInterventionPlan/Program TheESDMshort-term(12-week)interventionplanbeginswiththeassessmentofthechild’s’currentskilllevelusingtheCurriculumChecklist.Twotothreetargetskillfromeachofthedomainswillbedevelopedandbedefinedinmeasurablelearningobjectivesthatwillincludetheantecedent,behavioralresponse,andgeneralizationcriteria.TheESM-willdeveloptheprogramwithsupportingdocumentationandsupportthePSPintheimplementationoftheinterventionplan.  1.Downloadandreviewthis Handout. 2.Activity:MatchtheIFSPoutcometotheESDMChecklistskill. Module3Reflection:WhathaveIlearned? Describeyourunderstandingandknowledgeofeachofthefollowing: WhatprinciplesofteachingdoesESDMinclude? WhatisincludedintheCurriculumChecklistasoutlinedinslidesandreadingappendixA? Domains? Howmanylevels? Whoadministers? WhatisthecorrelationbetweenIFSPoutcomesandskillsontheESDMChecklist? Iwouldlikemoreinformationabout….. Whenyoucompletethismodulepleasesendyourreflectiontoyourinstructor ReturntoTraininghomepage        ContinuetoModule4 MaineAutismInstituteforEducationandResearch 5766ShiblesHall Orono,ME 04469 Tel:207.581.2352 Fax:207.581.2428 [email protected] Home AboutUs EventsCalendar PathwaysNewsletter NewsArchive DonatetoMAIER ⨉ Facebook Twitter YouTube Instagram Top