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ERIC Number: EJ788695
Record Type: Journal
Publication Date: 2006
Pages: 10
Abstractor: ERIC
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1096-2506
Practical Applications for Using Curriculum-Based Assessment to Create Embedded Learning Opportunities for Young Children
Macy, Marisa G.; Bricker, Dianer D.
Young Exceptional Children, v9 n4 p12-21 2006
Meaningful assessments should inform early childhood intervention practices. The essential relationship between assessment and curriculum is an organizing principle of the Division of Early Childhood Recommended Practices. One tool that combines assessment and curriculum into a comprehensive system for supporting and serving young children and families is a curriculum-based assessment (CBA). CBA tools are used by many interventionists to: (a) conduct initial assessment; (b) identify individualized goals and objectives; (c) implement curricular content and intervention; (d) perform ongoing progress monitoring; and (e) evaluate program effectiveness. Interventionists administer the assessment part of a CBA to observe and/or direct test skills to determine children's current developmental levels. Items from a CBA are hierarchically arranged to outline developmental, as well as educational, goals and objectives. The curriculum part of a CBA is then used to teach the targeted goals and objectives identified from the assessment. Once meaningful target goals are identified using a CBA, the next step is for interventionists to implement curriculum activities for young children with special needs where individualized intervention facilitates developmental and educational goal attainment. There are a variety of teaching strategies to address children's goals (e.g., direct instruction, discrete trial, high-probability sequencing, incidental teaching, mand model procedure, milieu techniques, pivotal response training, picture exchange communication system, time delay, and more). A promising naturalistic teaching strategy used to individualize instruction for children in early childhood programs is called embedding or embedding learning opportunities. This article presents: (a) a description of embedded learning opportunity (ELO), which includes information about how to create ELOs across three types of activities; (b) a step-by-step approach for using a CBA to create ELOs; and(c) two case studies demonstrating how to apply the CBA/ELO approach with a toddler and a preschooler. (Contains 3 tables.)
Division for Early Childhood, Council for Exceptional Children. 27 Fort Missoula Road Suite 2, Missoula, MT 59804. Tel: 406-543-0872; Fax: 406-543-0887; e-mail: dec@dec-sped.org; Web site: http://www.dec-sped.org/publications.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A