Strategies for Preschool Intervention in Everyday Settings : A Video-Assisted Program for Educators and Families - Facilitator Manual [English]
The Center for Persons with Disabilities
The SPIES (Strategies for Preschool Intervention in Everyday Settings) curriculum is designed to introduce adults to intervention strategies for use with preschool children who have disabilities, special health needs, or who are at risk for the development of a disability. Many who provide services designed to promote the development of children believe that services should be conducted within the context of everyday settings. In the SPIES curriculum, everyday settings are defined as the daily routines and activities that are part of a child's life. The SPIES curriculum, which includes a participant manual, a facilitator manual, and six videotapes, contains the following six modules: Module 1, "Creating Teaching Opportunities," introduces eight techniques adults can use to create teaching opportunities based on a child's interest, including choices, access, and insufficient materials. Module 2, "Providing Help," discusses how to help children who have difficulty recognizing and responding to cues in their environment, including physical help, verbal help, and nonverbal help. Module 3, "Incidental Teaching," describes a strategy for systematic intervention in everyday settings, including both school and home settings. Module 4, "Tracking Progress," discusses the process of collecting data regarding children's behavior as it relates to their objectives. Module 5, "Prior to Preschool," provides information on working with young children and how to meet their needs by adapting the intervention strategies for preschoolers. Module 6, "Planning Intervention across the Day," presents a seven-step process to create a written plan for providing intervention and discusses how to evaluate the effectiveness of the plan. In the manuals, modules 1 through 5 contain bibliographies and glossaries, and several modules contain appendices. Transparency masters are also included.
The Center for Persons with Disabilities. Strategies for Preschool Intervention in Everyday Settings : A Video-Assisted Program for Educators and Families - Facilitator Manual [English] (1998). Center for Persons with Disabilities: Logan, UT.
Reading Level: Average
Formats Available: Printed Material
(print, video; CD-ROM version available for $44.00, CD-ROM version is an abbreviated version
of SPIES material and includes one CD-ROM disk and a participant's manual for all 6 modules )
Center for Persons with Disabilities
Attn: Connie Panter
6800 Old Main Hill
Utah State University
Phone: (435) 797-1987URL: http://www.cpd.usu.edu/
Languages Available: English, Spanish
Estrategias de intervencion en situaciones cotidianas del niņo preescolar - Manual del facilitador/videos [Spanish] [Strategies for Preschool Intervention in Everyday Settings : A Video-Assisted Program for Educators and Families]
Strategies for Preschool Intervention in Everyday Settings: A Video-Assisted Program for Educators and Families [Videos and Facilitator Manual]
Intended User Audience:
This material was developed for instructors and participants in professional development, including service delivery personnel,
faculty/trainers, administrators, paraprofessionals and pre-service
students. This material was developed for personnel representing a wide variety of disciplines, including early intervention/early childhood special education, early childhood education, social work, family therapy, speech, physical and occupational therapy, and psychology. The experience level regarding early intervention services is intended to be at an introductory or beginning level. The material was developed for English and Spanish-speaking audiences, although children and adults of many ethnic origins are depicted on the videotape.
The material was developed by the SPIES project staff: European American individuals who use English as a first language. Children ages 0-5 (as actors in the video), parents and family members, faculty/trainers, service delivery personnel, preservice students and paraprofessionals of various ethnic backgrounds participated in the development of this material. The developers consist of individuals in the fields of early intervention, early childhood special education, early childhood education, psychology, speech pathology, and instructional technology.
This material was evaluated and field-tested by individuals from many
cultural groups, including European American (55%), African American (20%), Native American (10%), Hispanic (10%) and Asian (5%). Their suggestions were incorporated in the revisions. Summaries of evaluation at nine sites in seven states are available from the developer. Participants included faculty and students from five universities, Head Start personnel in three locations, childcare personnel, service providers, and parents of children with disabilities. These individuals either taught or participated in preservice or inservice education using the curriculum. Disciplines included early intervention, early childhood special education, psychology, early childhood education, child development, childcare and speech pathology. This material was field-tested in Utah by child care providers, early childhood special educators, parents of children with disabilities, Head Start personnel on Ute tribal reservation, and preservice students and faculty. In South Carolina this material was field tested by students and faculty at the University of South Carolina. In Washington this material was field tested by inner city Head Start personnel (Seattle), district special education personnel,
and University of Washington faculty. In Wyoming this material was field tested by service personnel enrolled in special education courses and by faculty. In Florida this material was field tested
by graduate students at Florida State University.
Four copies of the revised material have been disseminated. Field test versions were disseminated to faculty at five universities, child care inservice providers, Head Start personnel, and special education administrators who evaluated them during preservice or inservice education in Seattle and Maple Valley, WA; Laramie, WY; Tallahassee, FL; Columbia, SC; and Logan, Brigham City, and Fort Duchesne, UT.
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