This “Master Class” session is designed for experienced Classroom Engagement Model and Pyramid Model teams with a solid foundation in inclusion and in the implementation of ALL levels of these models but, who are still struggling to best meet the educational needs of individual children with disabilities.
In this session we built on our collective Classroom Engagement Model and Pyramid Model knowledge, and dove deeper into the use of embedded, naturalistic and peer-mediated strategies, individualized supports and data collection and data-based decision making strategies to target and MEET children’s individual goals and objectives.
In this session, participants:
- Gained a deeper understanding and knowledge in the use of embedded, naturalistic and peer-mediated instruction to meet children’s unique individual goals and objectives
- Gained deeper knowledge in embedding goals into existing Routines3
- Learned how to collect, analyze and use data to drive individual children’s instruction
- Developed strategies for information sharing and transdisciplinary teaming across disciplines
Early Childhood and Early Childhood Special Education providers and TEAMS including speech, occupational therapy, physical therapy and behavior support
Intended skill level
Advanced (Experienced Classroom Engagement Model and Pyramid Model Practitioners)
Edward (Ted) Bovey, MA, is the Associate Director of the Positive Early Learning Experiences (PELE) Center at the University of Denver. Ted holds a Master’s degree in Early Childhood Special Education from the University of Colorado Denver and has been working with young children, young children with autism and children with other developmental disabilities and their families for over 25 years. Ted was an original contributor in the development of the Pyramid Model and he continues to work with programs on Pyramid Model implementation as a founding member of the Pyramid Model Consortium.
Ted also has extensive experience working with community early childhood providers, providing training to preschool teams in strategies to support the inclusion of children with disabilities in early childhood setting through the fidelity implementation of the DEC Recommended Practices, the LEAP Preschool Model, the Pyramid Model, the utilization of naturalistic and peer-mediated teaching strategies and, in the remediation of high intensity challenging behaviors.