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Evidence-Based Methods for Supporting Children with Multiple Disabilities in Early Childhood Education

This presentation will explore evidence-based practices for supporting young children with multiple disabilities. Led by Dr. Deborah Chen from California State University, Northridge, the session will focus on assessment procedures, including how to gather and document necessary information effectively. The importance of understanding individual learning styles, communication methods, and adaptive strategies will be discussed, highlighting real-life case examples of children with diverse needs. Participants will engage in activities to plan effective support for children’s communication and interaction skills.

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Evidence-Based Methods for Supporting Children with Multiple Disabilities in Early Childhood Education

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  1. SPED 537: ECSE Methods Multiple Disabilities May 15-16, 2006 Deborah Chen, Ph.D. California State University, Northridge

  2. Evidence-Based Practices • Research studies • Social validity • Clinical judgment

  3. ASSESSMENT PROCEDURES • What do you need to know? • What are the best ways to obtain this information? • How will this information be documented? • How will this information be used?

  4. Learning Style • When most attentive/responsive? • Response time? • Reactions to the familiar and unfamiliar? • Use of vision or hearing? • Use of compensatory senses? • Means of communication? (Chen, 1995)

  5. Learning Style • Reactions to prosthetic devices? • Responses and preferences: • Tactile • Auditory • Olfactory • Kinesthetic/ motor • Visual • Combinations?

  6. Elicited Situation: • Select a high preference activity and create a need for the child to act • Communication • Problem solving • Object permanence • Memory • Goal directed behavior

  7. Activity level Rhythmicity Distractibility Approach /withdrawal Adaptability Attention span and persistence Intensity of reaction Threshold of responsiveness Quality of mood Qualities of Temperament

  8. Sally • 34 months old • Loves music and physical activity • Imitates 2-3 word phrases • Totally blind (ROP) with autistic-like behaviors

  9. Adam • 25 months old • Enjoys being with other children • Beginning intentional communication using switches and facial expressions • Cortical visual impairment and myopia • Spastic cerebral palsy

  10. Elizabeth • 12 months old • Very social • Beginning intentional communication using gestures and vocalizations • CHARGE association • Myopia • Moderate sensorineural hearing loss • Cleft palate, hypotonia, other medical needs

  11. Activity • Break up into groups. Select a recorder and reporter • Identify your plan to support selected child’s receptive and expressive communication

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