Embedding Instruction Participant Handout FINAL.pdf
PATRICIA SNYDER, PH.D.
CRYSTAL BISHOP, PH.D.
RELATIONSHIPS REPETITION ROUTINES
Serve-and-return interactions Making neural connections by Predictable activities in everyday embedding learning in everyday routines that engage and motivate activities and routines
WHY EMBED?
REPETITION WITHIN ROUTINES
E is for EVERYDAY LEARNING OPPORTUNITIES
Example Skills to Practice
So Many Ways to Learn: Everyday Routines
| Infants (Less than 1 year old) | Toddlers (1 to 3 years old) | Preschoolers (3 to 5 years old) | |
|---|---|---|---|
| Diapering/Dressing | Younger(0 to 6 months): Looks at caregiver, Smiles at caregiver Older(6 to 12 months): Sits up without support, Supports weight with legs, Repeats sounds (e.g., ba-ba, mmm) |
Younger(1 to 2 years): Follows simple directions to put out arm or leg to help with dressing, Gives items of clothing upon request Older(2 to 3 years): Follows 2-step directions, Points to or names body parts or clothing, Helps undress self |
Younger(3 to 4 years): Takes off and puts on slip-on shoes, Uses 3 or more words to describe clothes (e.g., red shirt, long pants), Dresses self Older(4 to 5 years): Fastens buttons/zippers, Tells the next step in the dressing routine |
| Meals/Snacks | Younger(0 to 6 months): Looks at caregiver Older(6 to 12 months): Picks up food between fingers and thumbs, Brings food to mouth, Points to a desired object/food |
Younger(1 to 2 years): Uses single words to ask for or label food or drinks, Drinks from a cup, Eats with a spoon Older(2 to 3 years): Uses 2 to 4 words to ask for or label food, Follows 2-step directions |
Younger(3 to 4 years): Gives an object to someone who asks for it, Uses a serving spoon to put food on plate Older(4 to 5 years): Pours liquid from one container to another, Unscrews and screws lids |
| Bath Time | Younger(0 to 6 months): Looks at caregiver, Smiles at caregiver Older(6 to 12 months): Sits up without support, Repeats sounds, Uses gestures or single words to ask for something |
Younger(1 to 2 years): Sits up without help, Points to or names objects or body parts Older(2 to 3 years): Helps undress self, Follows 2-step directions, Uses 2 to 4 words to label |
Younger(3 to 4 years): Uses two hands to pump or squeeze soap bottle Older(4 to 5 years): Pours liquid from one container to another, Tells simple stories about people or objects, Walks to the bus or car |
| Walking to or Riding in the Bus or Car | Infants (Less than 1 year old) | Toddlers (1 to 3 years old) | Preschoolers (3 to 5 years old) |
|---|---|---|---|
| Younger(0 to 6 months):Looks at caregiver, Smiles at caregiver | Younger(1 to 2 years):Follows simple directions, Points to or names objects | Younger(3 to 4 years):Counts number of coins used or number of people on bus | |
| Older(6 to 12 months):Repeats sounds, Looks at objects pointed to or named by caregiver | Older(2 to 3 years):Follows 2-step directions, Uses 2 to 4 words to label, describe, or ask for objects, Walks up and down stairs | Older(4 to 5 years):Talks about time of day using words like before, after, morning, nighttime | |
| Younger(0 to 6 months):Responds to sounds by making sounds Older(6 to 12 months):Repeats sounds, Looks at pictures pointed to or named by caregiver, Sits without support |
Younger(1 to 2 years):Points to or names pictures, Uses 1 to 2 words to label or describe pictures Older(2 to 3 years):Completes sentences or rhymes, Turns pages in the book |
Younger(3 to 4 years):Tells stories about pictures Older(4 to 5 years):Points to and tracks words with finger, Names letters, States whether something is real or pretend |
|
| Inside Play | Younger(0 to 6 months):Looks at caregiver, Smiles at caregiver, Responds to sounds by making sounds, Looks at objects pointed to or named by caregiver, Holds up head Older(6 to 12 months):Sits up without support, Supports weight with legs, Crawls, Repeats sounds, Uses gestures or single words to ask for something |
Younger(1 to 2 years):Points to a desired object, Uses single words to ask for or label objects, Moves from sitting to standing, Puts objects in a defined space Older(2 to 3 years):Uses 2 to 4 words to ask for or label objects, Follows 2-step directions, Takes turns in games, Sorts objects into 2 groups, Counts up to 5 objects |
Younger(3 to 4 years):Uses 3 or more words to ask peers for an object, Understands “mine” and “yours”, Pretends with actual objects (e.g., uses pretend money to “buy” things) Older(4 to 5 years):Sorts objects that are the same and different, Uses scissors, Writes name and draws shapes or people |
| Outside Play | Younger(0 to 6 months):Responds to sounds by making sounds, Looks at objects pointed to or named by caregiver, Reaches for objects Older(6 to 12 months):Sits up without support, Supports weight with legs, Crawls, Repeats sounds, Uses gestures or single words to ask for something |
Younger(1 to 2 years):Follows simple directions, Shakes head ‘no’ or nods head ‘yes’ to communicate a choice, Copies actions of other children and adults Older(2 to 3 years):Pretends with actual objects (e.g., give the baby a bath), Takes turns, Builds towers of 4 or more blocks |
Younger(3 to 4 years):Pedals tricycle, Puts on or takes off slip-on shoes, Counts objects or actions Older(4 to 5 years):Hops on one foot, Catches a ball when bounced most of the time, Makes up games with rules, Pretends an object is something it is not (e.g., tricycle is a spaceship) |
- Identify and align target skills for children.
- Write high-quality priority learning targets.
- Use high-quality activities to provide multiple and meaningful embedded learning opportunities.
- Develop an activity matrix to plan when and how many learning opportunities to embed within and across activities.
- Plan and implement embedded learning opportunities as complete learning trials.
- Collect and analyze data on embedded instruction implementation and child progress to inform instructional decisions.
Priority Learning Target (PLT) + Activities = Activity Matrix
Mia will label the color of an object when asked by an adult during table games and snack. She will label colors for 4/5 opportunities in two or more activities.
Home Activity Matrix—Lydia
What: Right Now
What do we want to focus on currently? Lydia will use her fingers and wrist to twist lids on or off objects she uses every day (e.g., paint jars, food containers, toothpaste).
What: Long Term
Bigger goal or outcome related to the “right now.” We want to strengthen Lydia's hand and wrist muscles so she can use a variety of developmentally appropriate objects independently during everyday activities at home and at school.
How to Practice
| When to Practice | Activities Within Routine | Who Helps? | What Do We Say or Do? | How Many Times? |
|---|---|---|---|---|
| Morning and Afternoon Snack | Getting ready to eat | Mom and Dad | Wait to open food containers. When she asks for help, say, "You try first." Loosen the lid if she cannot open it on the first try. When she opens the container say, "You did it all by yourself!" She also gets what's inside. | 1 each snack time |
| Crafts | Getting supplies ready, Gluing or painting | Mom | Give closed containers with twist tops (glue sticks, paint pots). When she asks for help, say, "You try first." Loosen the lid if needed. When she opens the container she gets to do the craft. | 3 |
| Bedtime | Brushing Teeth | Mom | Give the toothpaste with the lid closed and wait for her to open. When she asks for help, say, "You try first." Loosen the lid if needed. When she opens the lid say, "You did it all by yourself!" | 1-open 1-close |
| Dinner or baking (3 times per week) | Cooking dinner or baking treats | Mom and Dad | Give closed containers with twist tops (milk, sprinkles, spices). When she asks for help, say, "You try first." Loosen the lid if needed. When she opens the container she gets to pour what is inside. | 2 |
| How to Evaluate When she can twist lids on or off independently during in at least three routines at home and at school every day for a week. How will we know it's working? |
Home Activity Matrix—Jack
What: Right Now
What do we want to focus on currently? Jack will ask for more food, drink, or to continue an activity by signing "more" or by using another sign. He will do this during meals, outside play, and bath time.
What: Long Term
Bigger goal or outcome related to the “right now.” Jack will communicate his wants and needs using 2 words.
How to Practice
| When to Practice | Activities Within Routine | Who Helps? | What Do We Say or Do? | How Many Times? |
|---|---|---|---|---|
| Family Routine | Eating and drinking | Mom-Breakfast Dad-Dinner | Give a little bit of food/drink and put the rest where he can see it but cannot reach it. Wait for him to sign for more. Model the sign or use hand over hand if needed. Give food/drink when he signs. | 3-Breakfast 5-Dinner 2-Snack |
| Bath Time | Filling the tub | Mom or Dad | Fill the tub up a little bit and turn water off. Wait for him to sign for more. Model the sign or use hand over hand if needed. Turn the water on when he signs. | 2 |
| Bath Time | Scooping and pouring water | Mom or Dad | Put just one scoop in the tub and start scooping. Wait for him to sign for more. When playing, hold the scoop with water up high but wait to pour. When he signs he gets the scoop or we pour the water. | 4 |
| Park (Saturday and Sunday) | Playing ball, Swinging | Grandma or Mom | Catch the ball or swing and wait. If Jack does not sign for more, tell him, "Say, 'more'/ball." When he signs push roll or toss the ball or push the swing. | 4 |
Acknowledgments
Embedded Instruction for Early Learning
Tools for Teachers
Embedded Instruction for Early Learning
EPIC
Embedded Practices and Intervention with Caregivers
Embedded Instruction For Early Learning: Tools For Teachers
Institute of Education Sciences R324A070008, R324A150076
University of Florida
(Anita Zucker Center for Excellence in Early Childhood Studies)