Module 4 - Planning for IEP-Focused Intervention in

Itinerant ECSE Consultation Model

Content and Focus of Module

The intent of this module is to introduce participants to the process of planning for child-focused interventions within a consultation model. A rationale for establishing priority and intensity of intervention for IEP objectives is presented. A model for curriculum planning and embedding of intervention within typical routines and activities in the classroom or home also is presented for participant discussion. An 8 step process in planning for intervention is described. The rationale, format and benefits of matrix planning to address critical IEP objectives are also examined as a fundamental component of effective itinerant ECSE services. Direct and incidental teaching strategies are described with supporting resources presented for participant review. The Principle of Partial Participation, a key factor in inclusive intervention, is discussed. Examples of incidental teaching strategies are provided in a linked video streaming file (Project SPIES). The final content of the module describes effective peer-mediation strategies, another key element of effective inclusion.

It is important for participants to understand that the focus of this module is curriculum planning within a consultation model. There are resources presented in this module that address basic SPED teaching strategies however this is NOT the focus of this module. Transfer of effective SPED teaching strategies / skills to partners is the focus in the consultant model. To the extent that practitioners determine that they are not familiar with or are competent with respect to basic SPED intervention skills, this should become an immediate priority for professional development.

Follow-Up Activities

• Participants will select a sample IEP from one of the children on their caseload and subject these IEP objectives to the MEPI analysis (Slides 9-12; Slide #19 - MEPI Form)

• Participants will embed E, P and I level IEP objectives (MEPI analysis with at least 4 IEP objectives) within an IEP x Activity Matrix (Slides 13-28; Sample Matrix - Slide #22)

• Participants will identify an INCIDENTAL teaching strategy for three (3) IEP objectives identified in MEPI analysis as level E, P or I

• Participants will identify a DIRECT instruction (SPED teaching strategy) for two (2) IEP objectives identified in MEPI analysis as level I ONLY

• Participants will identify a PEER-MEDIATED teaching strategy for one (1) IEP objectives identified in MEPI analysis as level P ONLY.

• Participants will describe the application of the Principle of Partial Participation to ONE (1) level I IEP objective (where appropriate, based on disability condition of target child)

12/06