Samantha Rini

ELO Intentional Planning Sequence

15 July 2019
EI Embedded Learning Opportunity (ELO) Sequence
Intentional Teaching/Planning Template
WHAT WHEN WHERE WITH WHOM WHAT HOW to Embed/Extend Learning
to Embed to Embed to Embed to Embed to Embed WITH
(IFSP outcome; (Time of day, what (Location: home, (What is the naturally (Motivating and Practice/Strategy Feedback Provided (Dependent
functional, specific, routine, what park, store, etc.; occurring interaction accessible materials, (What is your evidence-based on child’s response; how will
observable, activity; remember – remember between the child and toys; remember practice? How will you build upon you extend or expand upon child
measurable, and generalization across generalization across parent/family generalization across child and family strengths? What learning? How will you extend
routines-based ROUTINES) SETTINGS) member? Who else is MATERIALS) will caregivers do? What supports or expand upon caregiver
behavior or skill that present in the will the family need to utilize learning?)
supports child interaction? everyday learning opportunities?)
participation) Remember
generalization across
PEOPLE)

Meal times: Home Mom (D), brother Favorite

(G) Place 2-3 of K’s favorite (-) choose 2 of the snacks
K will pull specifically snacks, such as snacks on the kitchen counter and bring them to his level
mom’s hand snack time Store Aunts (3) chips, or other so they can be seen but not so he can pick one
reached. This will encourage
and point or finger foods him to communicate using (+) label the snack he
Getting gestures or vocalizations chooses
use 1 single around His drink cup (environmental
outside the arrangement)
word every
home (going When K’s cup is empty or
time he wants to the store) laying on the ground, pick it up
and place it on the counter out
something to of reach but in sight
(environmental
eat or drink by arrangement)
his second Show K how to point when he (+) praise all gesture
is reaching for a snack or his attempts or vocalizations
birthday. cup (modeling) (be specific, “good job
pointing)
When he reaches for an object,
label the object with the
word(s) you would like him to
use before giving him the (+) Make sure to gain K’s
object (ex: “more chips” or attention before labeling or

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Samantha Rini

ELO Intentional Planning Sequence

15 July 2019
“chips please”) (time delay) modeling, say “look at me”
or call his name (prompt)

Environmental arrangement:

 Make toys available but out of reach (Fey, Warren, Brady, Finestack, Bredin-Oja, Fairchild,…Yoder, 2006)

 Creates a need to communicate. Helps children develop behavior regulation (McCathren, 2010)

 Children are more likely to communicate with motivating things within their immediate surroundings. (McCathren, 2010)

Modeling:

 Model is directly related to the immediate context, is at the child's target level, and is followed by a parent verbal pause
(Brown & Woods, 2015)

 Model conventional gestures and vocalizations (McCathren, 2010)

o Conventional gestures: pointing

o Vocalizations: word approximations or word use

Time delay: (Roberts, Kaiser, Wolfe, Bryant, & Spidalieri, 2014)

Revised 11.19.15
Samantha Rini

ELO Intentional Planning Sequence

15 July 2019
 Adult attempts to elicit verbal and nonverbal requests from the child

 Label requests with specific target language (Roberts, Kaiser, Wolfe, Bryant, & Spidalieri, 2014)

 Adult prompts a child’s response or gains the child’s attention

Family Outcome:

Mom will go to the store with K staying close or holding her hand by his second birthday.

Strategies:

 Specific feedback/positive reinforcement every time K follows simple instructions.

o Specific feedback: “good job following directions”

o Positive reinforcement: a favorite activity, treat, toy, clapping, “Yay” or anything else the child enjoys as praise

o Play time for practice: mom asks K to get a toy or clean up and give a lot of positive reinforcement with
motivating

 Speak in simple easy to follow 1-2-word phrases so he can understand

o Example: “Hand”, “Mommy’s hand”, “Hand please” “Hold hand”

o All adult family members should ask K to hold their hand when out in the community. The more exposure to
holding hands, it will become more natural

 Use music or songs to motivate following directions (Robb, 2003)

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Samantha Rini

ELO Intentional Planning Sequence

15 July 2019
Mom identified that K does not consistently follow simple one step instructions. The example given was that K does not listen when
she asks him to hold her hand when they are out in the community. She stated it can sometimes be embarrassing. Mom does not have
major concerns about taking K out into the community but, she would like him to listen and follow directions more consistently. K has
positive receptive communication skills. He can identify familiar objects but following directions and listening would be more
functional receptive communication. Mom also identified that he can become rough with his cousins and does not always listen when
told to stop. Learning to follow instructions by getting positive reinforcement will help mom be more productive in the community,
cousins have a better play experience, and can help caregivers feel more comfortable about his play time.

References:

Revised 11.19.15
Samantha Rini

ELO Intentional Planning Sequence

15 July 2019
 McCathren, R.B.(2010) Case study: parent-implemented prelinguistic milieu teaching with a high risk dyad. Communication
Disorders Quarterly, 31(4) 243-252.doi: 10.1177/1525740109337733

 Brown, J.A. & Woods, J.J. (2015) Effects of a triadic parent-implemented home-based communication intervention for
toddlers. Journal for early intervention. (37) 44-68

 Fey, M.E., Warren, S.F., Brady,N., Finestack, L.H., Bredin-Oja, S.L., Fairchild, M.,… Yoder, P.J.(2006) Early effects of
responsivitiy education/prelinguistic milieu teaching for children with developmental delays and their parents. Journal of
Speech, Language, and Hearing Research. (49) 526-547

 Roberts, M.Y., Kaiser, A.P., Wolfe, C.E., Bryant, J.D., & Spidalieri, A.M. (2014) Effects of the teach-model-coach-review
instructional approach on caregiver use of language support strategies and children’s expressive language skills. Journal of
Speech, Language, and Hearing Research. (57) 1851-1869

 Robb, S.L. (2003) Music interventions and group participation skills of preschoolers with visual impairments: raising questions
about music, arousal, and attention. Journal of Music Therapy. (4) 266-282

Revised 11.19.15