Embedded Instruction. Working through Play and daily routines to support developmental and behavioural goals

Working With Children

The first step in supporting a child is to get to know them, gain their trust and find out what they are interested in . This is called "pairing".

Getting to know a child and their family is important too, then supports and interventions can be designed to help each child that fits with their families needs and their circumstances.

I work with children through play. I use natural opportunities in play and daily routines to support development and behavioural goals. This is called Embedded instruction.

Services I can provide include:

Developing positive behaviour Support plans
Conducting observations and functional assessments of behaviours to identify the reasons for behaviours and devise replacment behaviour modification strategies.
Supporting self esteem
Developing executive function skills
Supporting self help skills
Devising plans and approaches to support developmental goals
Working with other allied health professionals on goals

Embedded Instruction Practices (EIP)

EIP is a tool educators and parents can use to support skills development in natural settings.

Promotes child engagement, learning, and independence in everyday activities, routines, and transitions by brief teaching interactions between a teacher and child during everyday classroom activities.
Should be based on identified functional behaviour targets identified in an Inclusion Family Support Plan (IFSP).
Uses planned and intentional instructional strategies.
Offers multiple opportunities to practice a skill in meaningful contexts.
Instruction can occur during natural classroom activities, routines and transitions using curriculum for all children.
Maximises children’s motivation by following their interests.
Is effective for teaching new skills and maintaining skills.

Embedded Instruction – How do I do that in practice?

implementation within routines, in multiple settings, based on a goal and an interest
Identify a developmental goal, target skill, functional behaviour or behavioural goal
Identify the everyday activities that are best suited for teaching the targeted behaviour.
Maximise the likelihood that a child will remain engaged in the activities by considering the child’s interests and preferences.
Decide When to embed the learning into routines. Provide or engage the child in opportunities to participate in everyday activities
What adult support does the child need? Use prompts (verbal, gestural, physical, modelling) and prompt fading (eg decreasing assistance) strategies to promote child acquisition of the target functional behaviour.

Page updated

Google Sites

Report abuse