IL 2561: Programming In Early Intervention
Spring, 2015 Syllabus
Description: The course will focus on programming and strategies for facilitating the development of young children (birth through five years of
age) with disabilities in home, community, and center-based environments.
Credits: 3.0
Time & Location: Tuesdays, 4:30 pm – 7:10 pm, WWPH 5130
Instructor:
Diana M. Knoll
Dept. of Instruction & Learning
School of Education
5110 WW Posvar Hall
Phone: 412-417-1312 (cell)
Email: dknoll@pitt.edu; dknoll3@comcast.net
Office Hours: by appointment
Blackboard Access: http://courseweb.pitt.edu
Evidence-based Practice:
This course is designed to provide students with information for implementing evidence-based practice (EBP) for young children with disabilities
including those with autism spectrum disorders. EBP is a decision-making process that integrates the best available research evidence with
practitioner expertise and family preferences and values (Buysse & Wesley, 2006; CEC, 2008, p. 29). In this course, students will not only learn
about the best available research and guidelines supporting specific interventions with young children with disabilities and their families, but
also how to modify those practices to best fit the individual needs of children, their families, and the broader learning context.
EBP References
Buysse, V, & Wesley, P. W (Eds.). (2006a). Evidence-based practice in the early childhood field. Washington, DC: ZERO TO THREE Press.
Buysse, V., & Wesley, P.W. (2006).
Council for Exceptional Children. (2007a). Evidence-based practice. Retrieved May 12, 2012, from
http://www.cec.sped.org/AM/Template.cfm?Section=Evidence based Practice&Template=/TaggedPage/TaggedPageDisplay.cfm&
TPLID=24&ContentID=4710
Sandall, S., McLean, M.E., & Smith, B.J. (2000). DEC recommended practices in early
intervention/Early childhood special education. Longmont, CO: Sopris West.
U.S. Department of Education. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide.
Retrieved January 26, 2005 from http://www.ed.gov/rschstat/research/pubs/rigorousevid/
index.html.
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IL 2561: Programming In Early Intervention
Spring, 2015 Syllabus
Students may locate established EBPs in the:
 National Autism Council - National Standards Report: http://www.nationalautismcenter.org/pdf/NAC%20Standards%20Report.pdf
 The National Professional Development Center on Autism Spectrum Disorders:
 DEC Recommended Practices:
http://www.dec-sped.org/About_DEC/Recommended_Practices




http://autismpdc.fpg.unc.edu/content/evidence-based-practices
OCALI – Autism internet modules: http://www.autisminternetmodules.org/
What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/
The Cochrane Library: http://www.thecochranelibrary.com/view/0/index.html
Expected Student Outcomes:
The students will:
 Plan, implement, and evaluate naturalistic interventions.
 Complete an Individualized Education Plan/ Individualized Family Service Plan (IEP/IFSP) for a child.
 Develop a Positive Behavior Support (PBS) plan for a child.
 Gain knowledge of a variety of intensive child-focused interventions.
 Understand the role of a classroom consultant/itinerant and consider issues faced in implementing classroom consultations.
 Understand the role of the home-based interventionist and consider issues faced in implementing home-based interventions.
 Develop, implement, and evaluate an intervention program for a child with a disability and present results to peers.
Method of Instruction: Lectures, problem-based learning, discussions, in-class activities, outside class assignments, student-led reading reviews,
completion of online modules
Required Texts:
Leach, D. (2010). Bringing ABA into your inclusive classroom: A guide to improving outcomes for students with autism spectrum disorder, First
Edition. Baltimore: Paul Brookes. (ISBN: 1-59857-077-3)
McWilliam, R.A. (2010). Routines-based early intervention: Supporting young children and their families. Baltimore: Paul Brookes. (ISBN: 159857—062-5)
Pretti-Frontczak, K., & Bricker, D. (2004). An activity-based approach to early intervention, Third Edition. Baltimore: Paul Brookes. (ISBN: 1-55766736-5)
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IL 2561: Programming In Early Intervention
Spring, 2015 Syllabus
Additional Required/Supplemental Readings:
Additional reading assignments will be handed out in class, posted on Blackboard or assigned from the Internet. Others may be added during the
course of the semester via Blackboard, email, or in-class announcement.
Buysse, V., & Wesley, P. (2005). Consultation in Early Childhood Settings. Baltimore: Paul Brookes. (ISBN: 1-55766-774-8)
Cripe, J.W., & Venn, M.L. (1997). Family-guided routines for early intervention services. Young Exceptional Children, 1(1), 18-26.
Crimmins, D., Farrell, A.F., Smith, P.W., Bailey, A. (2007) Positive strategies for students with behavior problems. Baltimore: Paul Brookes. (ISBN:
1-55766-878-7).
Dunst, C.J., Bruder, M.B., Trivette, C.M., Raab, M, & McLean, M. (2001). Natural learning opportunities for infants, toddlers, and preschoolers.
Young Exceptional Children, 4(3), 18-25.
Dunst, C.J., Herter, S., Shields, H., & Bennis, L. (2001). Mapping community-based natural learning opportunities. Young Exceptional Children,
4(4), 16-24.
Gischlar, K. L., Hojnoski, R.L., & Missal, K.N. (2009). Improving child outcomes with data-based decision making: Interpreting and Using Data.
Young Exceptional Children, 13(1), 2-18.
Gulick, R.F., & Kitchen, T.P. (2007). Effective instruction for children with autism. Barber National Institute. (ISBN: 978-1890032104).
Hokmoski, R.L., Gischlar, K.L., Missall, K.N. (2009). Improving child outcomes with data-based decision making: Graphing Data. Young Exceptional
Children, 12(4), 15-30.
Jung, L. A. (2007). Writing individualized family service plan strategies that fit into the routine. Young Exceptional Children, 10(3), 2-9.
Pennsylvania Department of Education, Office of Child Development and Early Learning. (2010). Early intervention program guidance for
developing a behavior support policy. [Brochure]. McVeytown, PA: Pennsylvania Training and Technical Assistance Network
Pennsylvania Department of Education, Office of Child Development and Early Learning. (2007). A family’s introduction to early intervention in
Pennsylvania. [Brochure]. McVeytown, PA: Pennsylvania Training and Technical Assistance Network.
Pennsylvania Department of Education, Office of Child Development and Early Learning. (2007). An early education provider’s guide to early
intervention in Pennsylvania [Brochure]. McVeytown, PA: Pennsylvania Training and Technical Assistance Network.
Technical Assistance Center on Social Emotional Intervention for Young Children (2010). Positive Behavior Support. Fox, L., & Duda, M.A.
Wesley, P. (July, 2002). Early intervention consultants in the classroom: Simple steps for building strong
collaboration. Young Children, 30-34.
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IL 2561: Programming In Early Intervention
Spring, 2015 Syllabus
Course Requirements:
Class attendance and participation. (10% of final grade). All students are expected to arrive on time for class and to attend all class sessions;
repeated tardiness will result in a reduction of class attendance grade. During class time, students are expected to actively participate, share
views and experiences as they relate to topics, ask questions of speakers, share their understanding and interpretation of assigned readings,
contribute actively to discussions, and contribute to group activities conducted during class.
Reading Reviews. (10% of final grade). Students will lead a review of required readings at the start of an assigned class.
Online Modules. (5% of final grade). Students will complete online modules and submit performance results. Information will be provided on
the online modules as the class progresses.
Embedding Intervention Plan. (15% of final grade). Students will complete an embedding intervention plan for two goals. The plan will include
intervention strategies embedded into three different routine activities for a child with disabilities.
IEP/IFSP Assignment. (25% of final grade). Students will complete an IEP/IFSP for a child given case study information. Students that routinely
complete IEPs for young children will complete an IFSP instead.
Long-Range Intervention Assignment. (35% of final grade). Students will develop an intervention plan for a child with a disability under 5 years
of age and implement it for a minimum of 10 days, collecting data as appropriate. At the close of the course, students will present the
intervention and its results to the class in a specified format. This assignment will be due in sections.
Course Policies:
Academic Integrity: Students in this course will be expected to comply with the University of Pittsburgh’s Policy on Academic Integrity. Any
student suspected of violating this obligation for any reason during the semester will be required to participate in the procedural process,
initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity. Assignments in this course, unless otherwise
specified in the assignment directions, are to be the sole work of the student whose name is on the assignment.
Disabilities: If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the
instructor and the Disability Resources and Services no later than the 2nd week of the term. You may be asked to provide documentation of your
disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call 648-7890 (Voice or TDD) to
schedule an appointment. The Office is located in William Pitt Union.
Written assignments: All students must submit written assignments on the dates listed in the class schedule or assigned in class. Five percent
Updated: 1.11.15
IL 2561: Programming In Early Intervention
Spring, 2015 Syllabus
will be deducted from all late assignments unless prior arrangements are made. All written assignments must be word-processed on 8 1/2 x 11
inch paper. Students are advised to maintain copies of their assignments before submitting them. Assignments will be submitted electronically
using the Assignment Tool on Blackboard, the file name should be written as the student’s last name followed by the assignment title
(example: Knoll_PBSPt1).
Checklist for Professional Writing: This checklist is a helpful document to guide you as you complete documents regarding individuals with
disabilities. Please consult the checklist (posted on Blackboard) as you develop written documents for this course. The checklist will be consulted
as documents are completed and points will be deducted if writing rules are not followed.
APA Style: Assignments may require that you use aspects of APA style. The aspects of APA style required for an assignment will be specified in
the assignment directions. These websites offer information about APA style (5th edition):
http://www.wisc.edu/writing/Handbook/DocAPA.html
http://www.dianahacker.com/resdoc/ . See the section on Social Sciences.
People First Language: All assignments must be completed using People First Language. Points will be deducted if these conventions are not
followed. The following websites present additional resources on People First Language:
Snow, K. (2005). People first language. Retrieved on January 5, 2010, from http://www.kidstogether.org/pep-1st.htm
West Virginia Developmental Disabilities Council. (n.d.). People first language. Retrieved on August 15 2005, from
http://www.wvddc.org/people_first.html
Cell Phones/Computers: Except for students who are parents of children under 12 years of age, cell phones must be turned off during class
unless prior arrangements are made with the instructors for special circumstances. Please be considerate of the instructor and your classmates
by leaving the room if you receive a phone call. It is permitted to use a personal computer to access class materials, but should not be accessing
non-academic sites during class time.
Grading: Grades will be based on the total points achieved according to the following scale:
A+ = 99-100%
B- = 81-83%
A = 94-98%
C+ = 78-80%
A- = 91-93%
C = 74-77%
B+ = 88-90%
C- = 71-73%
B = 84-87%
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IL 2561: Programming In Early Intervention
Spring, 2015 Syllabus
Topical Outline
Date/Topic
Assigned Readings
Bring to Class
Assignments
January 7, 2015
(Diana ill: No class)
January 13, 2015
 Introduction to
Programming in Early
Intervention Development
of IFSPs/IEPs
 Writing Outcomes/Goals
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
Early Intervention Provider
Document
Early Intervention Parent
Document
Textbook: Pretti Ch 3
Textbook: Leach (p. 42-47)
Textbook: McWilliam Ch 1
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Textbook: Pretti Ch 1 & 2
Article: Cripe & Venn
(1997)
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Lecture
GORI Handout
PATTAN Annotated
IFSP/IEP
Copy of Lenny Case Study
Materials
In-Class Activity: IEP
Sections/Lenny Present
Levels
Lecture
Copy of IFSP/IEP
Assignment Directions
In-Class Activity: ABI/RBI
– Cole Santino
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
Assigned Readings
Set up
autisminternetmodules.com
account

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Assigned Readings
Reading Review 1
Assigned Readings
Reading Review 2
AIM: Naturalistic
Interventions
Assigned Readings
Reading Review 3
IFSP/IEP Assignment Part 1
Due
January 20, 2015
 Development of IFSP/IEP
 Writing Outcomes/Goals
con’t
 Intro: Naturalistic
Intervention Models
January 27, 2015
 Naturalistic Intervention
Models
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Gracie Case Study
Materials
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In-Class Activity 4
Copy of Gracie Case
Study Materials
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February 3, 2015
 Teaching Procedures 1:
Embedded
Learning/Incidental
Teaching/Modifications

Textbook: Pretti Ch 4 &
Appendix to Ch 4
(Recommended Ch 5, 6, 7)
Article: Jung (2007)
Embedding Plan Examples
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Lecture
In-Class Activity 5
Copy of Embedding Plan
Examples, Template and
Assignment Directions
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Textbook: Leach Ch 5
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Lecture

February 10, 2015
Updated: 1.11.15
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Assigned Readings
IL 2561: Programming In Early Intervention
Spring, 2015 Syllabus
 Data Sheets
 In-Class Activity 7

Teaching Procedures 2:
Specialized Intensive
Procedures
February 17, 2015
 Monitoring Child Progress
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February 24, 2015
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 Positive Behavior Support 1 
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March 3, 2015
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 Positive Behavior Support 2 
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Reading Review 4
AIM: Prompting Strategies
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Assigned Readings
Reading Review 5
Embedding Plan Due

Lecture
Laptops
Copy of Data Collection
Handouts (downloaded on
computer)
In-Class Activity 8
Textbook: Leach Ch 6
Reading: Gulick
Measurement of Behavior
(p. 57-75)
TACSEI Document Ch 6
Article: Hojnoski (2009)
Article: Gischlar et al.
(2009)
TACSEI Ch 1, 2, 3
PA FBA Document
Functional Behavior
Assessment Worksheet
Gulick, Functional
Assessment (p. 131-139)
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Lecture
In-Class Activity 9
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Assigned Readings
Reading Review 6
TACSEI Ch 4, 5
Routine Based Support
Guide
Prevent-Teach-Reinforce
Chapter
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Lecture
Data sheets
In-Class Activity 10
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Assigned Readings
Reading Review 7
IFSP/IEP Assignment Part 2
Due
March 10, 2015
SPRING BREAK
NO CLASS
March 17, 2015
 Intensive Interventions 1
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March 24, 2015
 Intensive Interventions 2
Updated: 1.11.15

NO CLASS
Textbook: Leach Ch 7 &
Appen A–E
Autism Handbook
BHRS for ASD Document
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
Lecture
Materials to work on
LRCS

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
LR Intervention Assignment
Part 1 due
Assigned Readings
Reading Review 8
Frea Ch 5 (p. 83-84, 93-94
& 99-101)

Lecture

Assigned Readings
IL 2561: Programming In Early Intervention
Spring, 2015 Syllabus
 Materials to work on
LRCS
March 31, 2015
 Routines-Based
Intervention
April 7, 2015
 Routines-Based
Intervention

Textbook: McWilliam Ch
3, 4, 5, 6

In-Class Activity 11


Assigned Readings
Reading Review 9


In-Class Activity 12

Assigned Readings 10
April 14, 2015
 Routines-Based
Intervention con’t

Textbook: McWilliam Ch
7, 8, 9, 10, 11
Article: Woods &
Kashinath (2007)
Textbook: McWilliam Ch
12

In-Class Activity 13
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
Assigned Readings
LR Intervention Assignment
Part 2 due

LR Intervention Assignment
Presentation
April 21, 2015
 LR Intervention
Assignment Presentations
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