Chapter 5
IMPLEMENTING INTERVENTION AND INSTRUCTIONAL
STRATEGIES
OUTLINE
I. Curriculum
A. Definition
B. Choice
C. Considering Children with Special Needs
D. Philosophy of This Text
II. Generic Instructional Strategies
A. Motivation
B. Behavior Analysis
III. Play as an Important Teaching Context
IV. Arranging the Physical Environment to Maximize Learning
A. Special Considerations for Infants and Toddlers
V. Embedded Teaching and Learning Opportunities
A. Scheduled Plans Promote Desired Consistency in Routines
VI. Providing a Variety of Activities to Accomplish Any One Outcome or Objective
A. Terminal Objective
B. Individual (En Route) Objectives
VII. Preparing the Way for Successful Inclusion of Young Children with Special
Needs
VIII. Considerations for Adapting Curricula for Children with Specific Special Needs
A. Health Impairments
B. Hearing Loss
C. Difficulties in Learning
IX. Summary
X. Discussion Topics and Activities
ESSENTIAL CONCEPTS AND VOCABULARY
Activity-focused planning
Alcohol-related neurodevelopmental disorder
Antecedents
Behavior analysis
Behavior modification
Consequences
Contingencies
Curriculum
Equivalent practice
Evidence-based practices
Fetal alcohol spectrum disorders
High-preference items
High-preference inventory
Mediated learning events
Motivation
Play
TEST QUESTIONS – CHAPTER 5
Multiple Choice
1. Early childhood educators need to _________________ to motivate children with disabilities
a. Follow the curriculum guide
b. Identify high-preference people, objects, and activities
c. Establish turn-taking
d. Put materials at eye level
2. The classic theory of effectance motivation is that
a. Motivators are externally provided
b. Positive reinforcers increase the strength of certain behaviors
c. The child is reinforced by contingencies
d. All children have an internal drive toward achievement
3. Providing graduated cues to assist a child through problem solving was described by Bruner
as
a. Zone of proximal development
b. Reinforcement
c. Scaffolding
d. Successive approximations
4. Which adult-child communication strategy may need to be taught first before the other
strategies can be used effectively?
a. Mapping
b. Turn-taking
c. Progressive matching
d. Redundancy
5. “When the teacher points to any of the eight primary colors, and says, ‘What is this color?’
Audrey will name the color correctly 80% of the time. “All 8 colors must be checked” is a (n)
a. En-route behavior
b. Individual objective
c. Positive reinforcer
d. Terminal objective
6. Which specific intervention would not be appropriate for a child who has a health
impairment?
a. Being aware of warning signs to deal with a crisis
b. Avoid speaking with your back to the child
c. Develop a plan for keeping in touch when the child is absent
d. Help the child to understand the implication of his/her problem
7. Which specific intervention would not be appropriate for a child who has a hearing loss?
a. Seat the child in the front for good visibility
b. Be prepared to repeat and rephrase, point out, or demonstrate
c. Identify areas of the room by different floor coverings or mobiles
d. Speak at normal speed and volume without exaggerating lip movements
8. Which specific intervention would not be appropriate for a child who has a physical
impairment?
a. Be consistent in behavior management techniques to increase or decrease movement
b. Take special care in positioning and handling
c. Arrange activities so that minimal movements will produce effects on the environment
d. Use adaptive equipment that allows the child to interact with the environment as much as
possible
9. Which specific intervention would not be appropriate for a child who has a visual
impairment?
a. Orient the child to classroom layout and materials location
b. Facilitate auditory localization, reaching for sound, and auditory discrimination skills
c. Encourage children to identify themselves when they approach the child
d. Avoid speaking with your back to the child or with a bright light behind you
10. Which specific intervention would not be appropriate for a child who has autism?
a. Arrange daily activities to change frequently so that the child doesn’t get bored
b. Reduce the noise level of the classroom
c. When touching the child, use firm pressure rather than light touch
d. Use visual and verbal cues to communicate
True-False
1. The content of curriculum must be ecologically relevant.
2. The best intervention strategies evolve around activities within the context of daily living.
3. Good behavior modification relies primarily on punishers.
4. Another word for a positive reinforcer is antecedent.
5. Play is different from other activities in the classroom because it has no intended outcome or
goal.
6. Play is probably the single most important concept in early childhood special education.
7. Another expression for terminal objective is “en-route behavior.”
8. Packaged, commercially available programs most often need modifications and adaptations
for a particular population of children.
9. To speak to a child with a hearing loss you should exaggerate your mouth movements.
10. Children with learning impairments profit by overlearning and repeated practice.
Short Answer
1. The primary method of instruction in the social-transactional approach is the social
able to exhibit while interacting with a significant adult but cannot perform independently.
5. What is “equivalent practice” in a teacher’s scheduled plan for the day?
Comprehensive Essay
1. Imagine that you are speaking to a group of parents about adult-child communication
strategies. What advice would you give them to assist their children’s language learning?
2. Play routines can be designed to teach language concepts and social skills. Give an example
of a play routine in a classroom.
3. Describe special considerations that you would make in your classroom environment for
infants and toddlers.
4. Write a terminal objective and at least three individual objectives for “to learn to sort by
sizes.”
5. Imagine that you are a teacher of typical preschoolers and you will be getting a child who has
a wheelchair in your class. What would you do before the child comes to your class to prepare
the class, the child’s parents, and the child for his or her inclusion?
6. Suppose that you will be including a child in your classroom who has autism. What
adaptations would you make and what procedures would you follow for this inclusion?
7. Suppose that you will be including a child in your classroom who has a hearing loss. What
adaptations would you make and what procedures would you follow for this inclusion?
8. Suppose that you will be including a child in your classroom who has a vision impairment.
What adaptations would you make and what procedures would you follow for this inclusion?
9. Suppose that you will be including a child in your classroom who has a physical disability.
What adaptations would you make and procedures would you follow for this inclusion?
CHAPTER FIVE – ANSWER KEY