klein, 20071 itinerant consultation in ecse: a paradigm shift m. diane klein, ccc-slp, ph.d....
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Klein, 2007 1
ITINERANT CONSULTATION IN ITINERANT CONSULTATION IN ECSE:ECSE:
A Paradigm ShiftA Paradigm ShiftM. Diane Klein, CCC-SLP, Ph.D.
California State University Los AngelesSeptember 5, 2007
Columbus, OH
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Project SupportProject Support
A brief overview. . .
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Collaborators
• Anne Marie Richardson-Gibbs, M.A– El Monte, CA School District
• Sharon Kilpatrick, M.A– San Bernardino County Office of Special Ed
• Kathleen Harris, Ph.D– Professor, Arizona State University
• M.Diane Klein, CCC-SLP, Ph.D – Professor, California State University Los
Angeles, Division of Special Ed & Counseling
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Description of Project Support IProject Support I
• Early Childhood Inclusion Support Training Project
• OSEP funded in 1996OSEP funded in 1996• Motivation: Motivation:
– Concern that children were being included without Concern that children were being included without support.support.
– What kinds of supports should be available?What kinds of supports should be available?– Implications for preservice trainingImplications for preservice training– Paradigm shift for ECSE rolesParadigm shift for ECSE roles
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Context and Population
• Based on needs and experiences within large, urban, multicultural communities (Los Angeles, and San Bernardino Counties)
• Concerned with community-based settings in which Part C and Part B-eligible children were receiving some educational services without adequate support.
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Project Support Project Support Assumptions
• Child needs support– Range from intensive to monitoring only– Change over time
• Supports need to be coordinated– Especially in cases of severe/complex needs
• ECSE well-suited to new role of “inclusion support specialist”
• “Can’t we all just get along” approach is inadequate. Additional training in consultation, collaboration and conflict resolution is essential
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Issues in ECSE Inclusion
• Bricker (2000) TECSE– Parents’ dilemma: inclusion or support– Need for adequate supports– Need for trained staff:
• Re: disabilities• Collaboration skills• Positive attitudes not enough
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Issues (Cont’d)
• Guralnick (2000), JEI– Need for placement guidelines (e.g. child
characteristics matched to setting)– Evaluation of feasibility– Personnel preparation
• ECE re: disabilities• ECSE re: consultation/collaboration
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Issues (cont’d)
• Hanson (2001) Exceptional Children– (Elementary school follow-up of parent
perspectives)• Administrative infrastructure• Specialized supports• Personnel preparation
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Dinnebeil et al.(2006)(TECSE, 26(3)
• Investigated perceptions of ECE teachers, parents, ECSE itinerants, and supervisors re: roles and responsibilities of ECSE itinerants– Findings:“Lack of understanding of the nature of
the intervention itself or the roles of the persons who are delivering the interventions”(p.165)
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Williamson, et al. (2006)(Exceptional Children. 72(3)
• Examined national inclusion trends for K-12 students with MR during decade from 1990-2000.
• Results:– Overall, increase in at least partial day placement in
Gen Ed (in early part of decade) from27% to 44%. But plateau in last 3 years
– High variability from state to state• Recommendations:
– Research on outcomes and effectiveness of placement and support policies
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Project Support I Project Support I Activities
• Developed, tested and evaluated a training model for ECSE inclusion support specialists (consultation approach)
• Trained 60 ECSE professionals using a three-phase inservice training model
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Materials Produced
• Inclusion Specialist Practitioner’s Guide
• Three Videos/DVD: Itinerant consultation, Co-teaching, & Conflict Resolution
• Inservice Training Guide
• Preservice Supplement
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Inclusion Support Inservice Training: Collaborative Consultation
• Phase IPhase I: Intensive inserviceThree day training
• Phase IIPhase II: Mentoring On-site observation of consultation support
• Phase IIIPhase III: Demonstration of competencies Case study and coaching
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Evaluation Activities
• Pre- Post- Competency Self-Assessment
• Case Study
• Follow-up phone interviews
• Long-term follow-up mail surveys
• Parent focus group
• ECE Teacher focus group
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Follow-up survey of ECSE participants in Project Support Inservice Training
• Usefulness of different support activities/ strategies– Most useful
• Modeling for teachers• Coaching
– Least useful• Providing suggestions (written or verbal)
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• Assessment of own collaborative consultation ability:– In pre-test this was rated as one of highest areas of
competency. In follow-up, it was one of lowest.
Take-home message:
Collaborative consultation can be very effective, but requires training and skill.
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• Parent focus group findings:– Used ECSE consultant as a “bridge” to ECE
teacher and classroom– “luxury” of some shared responsibility in
overseeing inclusion
• ECE teacher focus group findings:– Some fear of being critiqued – Appreciated consultant’s role of supporting
them, and respecting/encouraging their expertise
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Project Support II Project Support II Activities
• Refunded as Project of National Significance:– Further developed materials (including video
tapes)– Trained 30 staff at co-teaching sites– Dissemination & technical assistance– Developed and fieldtested Preservice
Supplement (Course syllabus, fieldwork assignments, reading list, PPts, etc.)
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Project Support II Project Support II Evaluation
• Co-teaching self-assessment
• Co-teaching cohort focus group
• Dissemination training feedback
• Faculty initial phone survey re: IHE inclusion support curriculum
• ECSE Faculty field test feedback re: Project Support materials
• ECSE Faculty focus group
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Preservice Fieldtest
• Pre-test phone interviews re:curriculum & fieldwork related to inclusion support competencies (ECSE faculty at 5 California IHE’s)
• Distribution of materials (Practitioner Guide, Preservice Supplement and Videos)
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Pretest Results
– Mostly infused Mostly Level II (advanced)– Mostly focused on collaboration/teaming, but
little focus on problem solving and perspective taking
– No specific focus on various inclusion support models: itinerant consultation, co-teaching, etc.
– No clear guidelines for fieldwork activities
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Preservice Fieldtest Follow-up
• Acknowledged that previous curriculum content related to inclusion support models and skills was limited to collaboration and teaming.
• Most useful materials included videos and handouts for ECE teachers re: specific disabilities.
• Continued to feel that content on inclusion support could be infused.
• Acknowledged that competencies related specifically to inclusion support need to be better developed.
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Inclusion Support Competencies:
Preservice Curriculum
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Inclusion Support Competencies
• 1. Understand and enhance learning of young children with disabilities
• 2. Demonstrate adaptations of environment and curriculum
• 3. Access resources for low incidence and multiple disabilities
• 4. Support families• 5. Insure monitoring of IEP • 6. Supervise paraprofessionals
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(Competencies cont’d)
6. Demonstrate collaborative consultation techniques; co-teaching strategies
7. Establish collaborative partnerships between ECE & ECSE
8. Engage in effective problem solving and conflict resolution processes
9. Demonstrate communication, teaming and coordination skills
10. Use Embedded Learning Opportunities (ELO), “Within routines” .
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Models of Inclusion Support
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Evidence of Effectiveness of Collaborative Consultation
• Data based research mostly in area of Psychological Consultation (Applied Behavioral Analysis)
• Some ECSE studies of practitioner comfort/perceptions of Itinerant models of service delivery (e.g. Wesley & Buysse, Dinnebeil, McInerney & Hale)
• Operationalization of Itinerant Consultation in ECSE not well defined
• Few empirical studies of effects on preschool outcomes; no comparison with other inclusion support models (e.g. co-teaching)
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Need to define what “it” (i.e. consultation) is!!
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Legal decisions re: Inclusion in natural environments/ LRE
• Etscheidt (2006).TECSE, 26(3)
– Court seems to find in favor of classrooms offering both specialized services and interactions with typical peers
– In 7 autism cases requesting specialized DTT settings, only 2 were supported.
– Court gives significant weight to IEP team, ruling against administrative override
– Court insists on continuum of options, supporting solutions within the community (including private preschools) and customized solutions
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Levels/Expectations of Inclusion
• Access (ADA issues)?
• Social participation?
• IEP goal achievement in LRE?
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• What do people expect child to learn in inclusive setting?
• Who will meet those expectations?
• Defining the role of the inclusion specialist.
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Models of Inclusion Support
• “Dump and hope”
• Inservice training– e.g., for early childhood staff
• Use of one-to-one aide
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Models of Support (cont’d)
• Use of related service providers (therapists, disability specialists)
– Multidisciplinary model
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McWilliam, R. (1995; 2003) “Integration of therapy and consultative special education”
Individual or Group Pull-outIndividual or Group Pull-outVV
Individual (one-on-one) in ClassroomIndividual (one-on-one) in ClassroomVV
In-class Small Group ActivityIn-class Small Group ActivityVV
Individualized w/in Routines (ELO)Individualized w/in Routines (ELO)VV
ConsultationConsultation
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Models of Support (cont’d)
• Co-teaching (ECSE & ECE teacher)
• Itinerant – Direct Service (in class or pull-out)
–*Consultation: • Expert / Collaborative
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Itinerant Consultation Approach
Inclusion support provider visits site on a regular basis (e.g. weekly)
Service is predominantly “indirect”/”triadic”
Requires collaborative partnership with ECE teacher & team
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• Consultation Definitions– An indirect method of solving problems in
which the consultant and the consultee work together in some way to define the problems and bring about a solution or resolution.
– (Pryzwansky & Schulte (1987)
– Consultation is “triadic” in that the consultant works with the consultee (e.g. early childhood teacher) who works with the client (child).
– (Tharp, 1975)
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Video
Early Childhood Inclusion Support: Itinerant Consultation
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Itinerant Consultation Activities and Strategies
• Building collaborative relationships– Communicating with team members
• Coordinating services;referrals; resources
• Problem solving (systematic process)
• Involving parents
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• Supervision of one-to-one paraprofessionals. Issues:– Training and background of paras– Teacher expectations– Need to clarify role– 1:1 assistant as “most restrictive
environment!”– Supervision responsibility
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Specific In-Class Strategies
• Observation
• Assessment; data collection
• Direct intervention
• Demonstrating interventions for staff
• Coaching staff
• Coaching peers
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Consultation Strategies (cont’d)
• Adaptations:– materials– environment– Curriculum
• Helping staff design “Embedded Learning Opportunities”
• Assisting in the classroom
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Consultation = Collaboration?
• Definition of Collaboration - Direct interaction between coequal parties voluntarily engaged in shared decision making…toward a common goal (Friend & Cook, 2003)
• Requires:– Effective communication; mutual respect– Problem solving approach
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Consultation Challenges in Early Childhood Inclusion
• Lack of parity
• Consultant not on own “turf”
• Different goals; philosophies
• Personality clashes
• Lack of time to communicate & plan
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Example #1: ECSE Itinerant Consultation Program:
El Monte, CA School District
• Itinerant ECSE program– Up to 25 children @ 5 - 9 Head Start sites
• Special Day Classes used primarily for safety issues (e.g. most severe behavioral challenges; complex health needs)
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• Administrative partnership with Head Start• Uses ECSE consultation model and
paraprofessionals:– One very experienced ECSE credentialed itinerant
teacher– Two full-time special ed paraprofessionals (district)– One-to-one assistants, as needed (minimal)– Additional Head Start assistants
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Inclusion Coordinator determines individual needs of each student, in
consultation with team
• Type of support (Per IEP: Specialized/therapeutic, one-to-one, etc.)
• Intensity of support (frequency, # hours)
– Assigns, schedules, customizes paraprofessionals:
• One-to-one full-time• One-to-one specific times/activities• Classroom assistance, part-time• Classroom assistance, full-time• No paraprofessional
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– Balance intensity needs, e.g. six children: • One child with severe disability, w/ full-time one-to-
one;• Two children with part-time classroom assistance• Three children who receive consultation support
only.
– Paraprofessional may be assigned to more than one site; assigned only as needed to maximize efficiency and support
– LOTS OF ORGANIZATIONAL CHARTS!
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• Every classroom w/ special needs students receives Consultation support—frequency for each child determined by:1. # hrs. specified in IEP (1hr per quarter to 4 hrs/mo)
2. And child characteristics, paraprofessional skills, teacher, staff, classroom population, etc.
• Consultant supervises ECSE paraprofessionals• Consultant uses range of strategies working with
children and adults
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• Time allocated for– Debriefing and reflective supervision of consultants
provided by Inclusion Coordinator– Consultant supervision of paraprofessionals– Consultant communication/ problem solving with staff
and therapists
• This administrative/organizational model reflects “individualized educational plan and least restrictive environment” at its best.
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Example #2: Single site, HybridLAUSD/Head Start
• Head Start Site: 3 a.m. 3 p.m classes
• Full time ECSE teacher
• Full time ECSE paraprofessional
• Eight special needs students
• Children with most severe needs in two a.m. classes; ECSE teacher and Assistant each serve as co-teacher with HS teacher
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• Children with less severe needs placed in p.m. classes with “itinerant” assistant under supervision of ECSE teacher
• Frees ECSE teacher to engage in coordination, collaboration, paperwork, parent communication, etc. in a.m.
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Example #3: Small emerging program, wider geographic area
• ECSE teacher works half-time as Part C EI teacher; half-time as transition/inclusion support itinerant consultant.
• One full time assistant assigned as needed and supervised by ECSE consultant
• As child leaves Part C program,Transition IEP determines possibilities for inclusive setting, SDC or dual enrollment.
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• Uses variety of community-based preschools (e.g. church affiliated, Montessori, Head Start)
• Small number of students on inclusion caseload (4-5)
• Careful planning up front with ECE teachers• Frequent consultant visits initially, development
of specific support plan, then implemented by paraprofessional, under close supervision of consultant.
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Reflections on Success & Failure from AMRG
• Barriers to Success– Really poor ECE program– Itinerant time-management skills:
• Travel, logistics, car-as-office, etc.
– Isolation– Administrative inflexibility– Consultant inflexibility (an oxymoron!)– Inability to supervise paraprofessionals– Personality clashes
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• Key to Success– Ability to multi-task re: needs of
• Children• classroom (teacher, staff, typical children)• paraprofessionals
– Collaboration/consultation skills– Confident about they’re own ECSE
knowldege; able to say “I don’t know” when they don’t
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• Ability to find info/resources when they don’t know.
• Ability to impart information clearly
• Ability / willingness to listen and help
• Belief in ECE program staff potential
• Opportunity for debriefing and reflective supervision for consultant
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A Note on Conflict Resolution
• Different perspectives bring conflict. The goal is not to avoid conflict but to resolve it effectively.”
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Take Home Messages
• Importance of thinking outside the box; customizing organizational and service supports. Creativity & Leadership.
• Administrators and supervisors have an absolutely critical role to play:– Demanding key elements of collaborative
consultation: i.e. triadic, embedded, collaborative, respectful, coordinated support.
– Insuring time for problem solving and debriefing.
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• Importance of documenting and sharing creative models and solutions with broader ECSE professional community, and forming “communities of practice”.
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Consultation can work. . .Consultation can work. . .But it is work! But it is work! (And And
sometimes really fun!)sometimes really fun!)