Kirkwood Community College Early Childhood Education

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This project is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of

U.S. Department Education 1 | P a g e

Early Childhood Program: ECE 243 Early Childhood Guidance

Curriculum Map: Assistive Technology (AT)

Course Assistive Tech Topic

Media Guest Speaker

Kit /Materials Instructional Approach Assignment

ECE 243 Child Guidance

•Using AT to Solve guidance issues

•PBIS videos Transition to Centers Clip 1.2 And Providing Individualized Cues to Gabby Clip 1.3 •Solution Kit Video 2.14a and 2.14b •Brendan before and after PBIS Clips 3a_02 to 3a_06 Video: Practical Strategies (24:48 minutes) •CONNECT: Video 7.14: Using an incentive system with Sammy See link to videos on page 2

•CART Program – GWAEA See link to program info on page 2

AT Kit: PBIS examples

Book Nooks

Scripted Stories

Solution Suitcase

Tucker Turtle

Emotions activities

Boardmaker ™ Communication boards

Recordable book for scripted stories

CSEFEL Video: Practical Strategies (24:48 minutes)

•Case studies from Giving it Some Thought by Muriel Rand. While discussing cases ask questions about the use of assistive tech. For example, in the case I Told Him to Hit Back, students might suggest the use of picture prompts or the Solution Suitcase. In the case study Time Out the child is a dual language learner. What assistive technology might be useful? •Brendan Case Study: Utilize the case study and video examples of Brendan. See Challenging Behavior link on page 2 • CARA’s Kit – review the process of making adaptations in CARA’s Kit. Utilize the case study example in CARA’s Kit about transitions and have students make adaptations in Environment, activity/routine, materials, instruction and assistance.

•Students create a social skills lesson – such as book nook or scripted story; see generic instructor syllabus •Case Study discussion – Have students reflect on possible uses of assistive technology in the questions they answer prior to the case discussion

Kirkwood Community College Early Childhood Education

Page | 2

This project is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of

U.S. Department Education 2 | P a g e

CONNECT Modules are practice-focused instructional resources for faculty and other professional development providers. CONNECT modules are designed using a 5-Step Learning Cycle TM

, an approach for making

evidence-based decisions about practice dilemmas, based on the integration of multiple sources of evidence. CONNECT Modules developed by the FPG Child Development Institute, University of North Carolina as

a grant project through the US Department of Education. To learn more about CONNECT visit http://community.fpg.unc.edu/connect-modules/

Video 7.14 Using an Incentive Program with Sammy: http://community.fpg.unc.edu/connect-modules/resources/videos/video-7-14

Center on the Social and Emotional Foundations for Early Learning (or Positive Behavior and Intervention Supports - PBIS) is a project designed to strengthen the capacity of Head Start and child care programs to improve the social and emotional outcomes of young children. The Center has developed training and technical assistance (T/TA) materials that reflect evidence-based practices for promoting children's social and emotional development and preventing challenging behaviors. For more information see: http://csefel.vanderbilt.edu/index.html

Video: Practical Strategies (24:48 minutes) http://csefel.vanderbilt.edu/resources/practical_%20strategies.html

Clip 1.2: http://csefel.vanderbilt.edu/modules/module1/presenters-ppt/V1_2.MPG

Clip 1.3 http://csefel.vanderbilt.edu/modules/module1/presenters-ppt/V1_3.MPG

CARA’s Kit – Lessons

http://www.kirkwood.edu/pdf/uploaded/1163/caras_kit_7_adaptation_lessons.pdf

Technical Assistance Center on Social Emotional Intervention for Young Children (TASCI). TACSEI continues and expands of the work of Center for Evidence-Based Practice: Young Children with Challenging Behavior (CEBP) by moving the extensive research CEBP conducted and synthesized on effective practices into actual, everyday practice.

Brendon Case Study: Challenging Behavior link on page 2http://www.challengingbehavior.org/explore/pbs/case_studies.htm

Handouts:

Alter, Peter J.; Conroy, Maureen A Preventing Challenging Behavior in Young Children: Effective Practices; http://www.challengingbehavior.org/do/resources/documents/rph_preventing_challenging_behavior.pdf

Lentini, Rochelle; Fox, Lise TIPS AND IDEAS FOR MAKING VISUALS To Support Young Children with Problem Behavior Rochelle Lentini and Lise FoxUniversity of South Florida; http://www.challengingbehavior.org/explore/pbs_docs/tips_for_visuals.pdf