EI Embedded Learning Opportunity (ELO) Sequence

Intentional Teaching/Planning Template

WHAT
to Embed
(IFSP outcome; functional,
specific, observable,
measurable, and routines-
based behavior or skill that
supports child participation)
WHEN WHERE WITH WHOM WHAT HOW to Embed/Extend Learning
to Embed to Embed to Embed to Embed WITH
(Time of day, what (Location: home, (What is the (Motivating and Practice/Strategy Feedback Provided (Dependent
routine, what activity; park, store, etc.; naturally occurring accessible (What is your evidence-based practice? How will on childs response; how will you
remember remember interaction materials, toys; you build upon child and family strengths? What extend or expand upon child
generalization across generalization across between the child remember will caregivers do? What supports will the family learning? How will you extend or
ROUTINES) SETTINGS) and parent/family generalization need to utilize everyday learning opportunities?) expand upon caregiver learning?)
member? Who else across
is present in the MATERIALS)
interaction?
Remember
generalization
across PEOPLE)

Kody will Any time of the Across all Others Cars, back and Implement 2 evidence-based For child:
communicate to day, during any settings like specifically forth play, hide interventions using the coaching (+) Rather than one-word
others what he wants routine where the home, store, grandma, and go seek model labeling, add two or three
behavior is park, in the car, Positive Behavior Intervention words together to expand
by pointing (or using family (hiding under
occurring at playgroups, Support:
gestures) to a desired members (like towels or
(mealtime, outside, or Praise, praise, praise- Catch him being (+) Change the environment
object along with playtime, bath anywhere else aunts, uncles, blankets) and good and immediately celebrate the more frequently (rotate
saying a sound during time, or being out they go on a or cousins), his outside play. little things (Example: Hes playing with toys/activities around, add
his daily routines. We in the community) regular basis! peers, and He really likes toys and making sounds at the same different foods to meals)
will know he is able to even teachers screen time time, so grandma responds with
do this when he uses or other (TV, iPad, Youre making great sounds while (+) Increase the wait time
playing, Kody). to 10 seconds once he
gestures and sounds professionals phones) and
becomes familiar with 5
to tell what he wants that work with his crackers Planned ignoring- Either physically turn seconds of waiting
at least 5 times each him after he and drinks or move your eyes in the in the
day for 2 weeks by his turns 3 years (juice or water) opposite direction of the behavior that (+) Keep praising the good
3rd birthday. old you dont want to see... The behavior things he is doing
might get worse at first but it will
eventually slow down/go away because (-) Be more specific when
its no longer getting the attention. praising

Enhanced Milieu Teaching: (-) Redirect him if you see

Wait time- Pause to elicit sounds or bad behavior coming
words (Example: Ready, set... Wait 5
seconds GO or asking him an open- (-) Provide an example with

Revised 11.19.15
 ended question like Would you like to another play partner so
go outside?). Kody can visualize what it is
you want him to do
Environmental arrangement- Shift the
furniture, high interest toys, or clothes For
in drawers around to promote sounds caregiver/implementer:
and gestures. Move things out of reach Provide direct feedback on
to prompt him to use strategy use for
gestures/pointing. Praise
Planned ignoring
Modeling/labeling- Provide a Wait time
communication example for Kody to Environmental
follow by using simple words or arrangement
gestures across all routines. You can Modeling
label things that you see in every day Labeling
routines like what you pass in the car Following childs
(Oh look, theres a tree! Wow the sky lead
is so blue!), what you are eating (This
is a really green avocado!), or even Allow them to provide
what is displayed on the television to feedback to you
incorporate people interaction (Wow, How comfortable
there goes the red car oh and here is did they feel doing
your red car!). Expose him to as much the strategy?
language as possible, but keep it simple Can they think of
so he can follow along! alternatives or
modifications that
Following lead- Watch what Kody is would benefit their
interested in at the moment and go situation?
along with it Join in with another
object (Example: He has a car, so
grandma grabs another car and rolls it
next to his car) or just allow him to
explore and complete a task (even if its
not the right way).

Revised 11.19.15
 References

Carter, D.R. & Horner, R.H. (2007) Adding functional behavioral assessment to first step to success: A case study. Journal of Positive Behavior

Interventions, 9, 229-238.

Chu, S.Z. (2015). An investigation of the effectiveness of family-centered positive behavior support of young children with disabilities.

International Journal of Early Years Education, 23, 172-191.

Conner, J., Kelly-Vance, L., Ryalls, B., & Friehe, M. (2014). A play and language intervention for two-year-old children: Implications for improving

play skills and language. Journal of Research in Childhood Education, 28, 221-237, doi: 10.1080/02568543.2014.883452

Franco, J.H., Davis, B.L, & Davis, J.L. (2013). Increasing social interaction using prelinguistic milieu teaching with nonverbal school-age children

with autsim. American Journal of Speech-Language Pathology, 22, 489-502. doi: 10.1044/1058-0360(2012/10-0103)

Strain, P.S. & Wilson, K. (2011). Prevent-teach-reinforce: Addressing problem behaviors of students with autsim in general education classrooms.

Behavioral Disorders, 36, 160-171.

Voorhees, M.D., Walker, V.L., Snell, M.E., & Smith, C.G. (2013). A demonstration of individualized positive behavior support interventions by

head start staff to address children's challenging behavior. Research & Practice for Persons with Severe Disabilities, 38, 173-185, doi:

10.1177/154079691303800304

Revised 11.19.15