In Step 3, you viewed video examples of embedded interventions for Luke and other children. Jackie, Luke’s family, and his therapists developed the following embedded interventions and documented them in Handout 1.7: Luke’s IEP:
- Place activity boards in play areas with various pictures of play schemes to give Luke tools to initiate interaction and comment.
- Use standard play sequences with Luke so he can become familiar with typical requests and comments. He will also be more likely to initiate familiar routines.
Watch two more examples of embedded interventions designed for Luke in the classroom setting.
Video 1.19: Routine in a program – singing with friends
Luke participates in singing a favorite song with the facilitation of his speech therapist. She encourages peer interaction and has Luke choose which verse of the song to sing (running time: 1 min. 49 sec.).
View Transcript
Narrator:
This video shows a speech therapist facilitating a music activity for Luke a 3 year old boy with language delays and his peers in the classroom.
Speech Therapist:
Should we sing the wipers, Luke, or the people go up and down? Which one?
Girl:
The babies.
Speech Therapist:
Luke says up and down. It’ll be your turn to pick next. You ready? Ok.
[singing] The people on the bus go up and down, up and down, up and down. The people on the bus go up and down all through the town.
Boy:
I want the ball.
Speech Therapist:
Right now we’re going to sing another part of The Wheels on the Bus. Luke, I want you to pick. Ava, wants to sing the babies on the bus. Can we do babies? Yeah? Say, “Yes, Ava. Yes, Ava, we’ll do the babies.”
[singing] The babies on the bus say Waah Waah Waah Waah Waah Waah Waah Waah Waah. Babies on the bus say Waah Waah Waah all through the town.
Video 1.20: Routine in a program – eating lunch
Luke uses a communication device to comment and make requests at mealtime. His teacher encourages and praises him (running time: 2 min. 02 sec.).
View Transcript
Narrator:
This video shows Luke a 3 year old boy with language delays, using his spring board communication device to ask his teacher for more food at meal time.
Jackie:
Please. Plate please. Tell me with the SpringBoard.
Luke’s SpringBoard:
I want plate, please.
Jackie:
Alright. I liked the way you asked.
Is it good, Luke? It is? Alright.
Luke’s SpringBoard:
Spoon
Jackie:
What’s wrong with your spoon? What do you want with your spoon? Hmm?
Luke’s SpringBoard:
Spoon.
Jackie:
What about the spoon?
Luke’s SpringBoard:
Spoon. Spoon. Spaghetti.
Jackie:
What do you want, Luke? What do you want?
Luke’s SpringBoard:
More.
Jackie:
More what?
Luke’s SpringBoard:
More spaghetti.
Jackie:
More spaghetti…
Luke’s SpringBoard:
Please.
Jackie:
Thank you.