ECSE Extended Day Program

  • Extended Day Program Considerations

    The extended day program will be considered for a child who is diagnosed with Autism Spectrum Disorder. The program is also considered for students who display characteristics of Autism (speech & language delays, restricted/repetitive behaviors, lack of appropriate social interaction, etc.).

    Description of the Extended Day Model

    Extended day provides an additional 90 minutes of direct instruction 4 times a week before the student’s early childhood special education class. The program is centered around Applied Behavior Analysis (or ABA) which is the applied use of behavioral principles to everyday situations with the goal of either increasing or decreasing targeted behaviors. Some components of ABA are discrete trial teaching, programming for generalization to the natural environment, reinforcement, prompting and fading strategies, and data-based decision-making. For the first hour of the extended day, students participate in discrete trial teaching or DTT. DTT is breaking a task down into smaller, more teachable components, and teaching each component separately. These tasks will range from different domains of child development such as adaptive, executive functioning, cognitive, communication, social and play. These tasks will be taught one-on-one or two-on-one by the teacher or a trained paraprofessional. The last half hour of the extended day is spent eating lunch and continuing to work on those skills needed during meal time.

    Family Involvement in the Extended Day Program

    Students who receive the extended day program will also have a family involvement component of 2 hours of interaction per month. This may include: videotaping instruction and activities, emailing information back and forth, routine phone consultation, home visits, and/or community outings with family members. Additionally, a monthly training will be held for parents of students in the extended day program to attend and learn more about specific topics to help support their child.

    Staffing, Training, and Consultation

    1. Extended day instruction will be delivered by the Early Childhood team as delineated by the IEP (Special Ed teacher, para, OT, PT, SLP).
    2. The team will collaborate and plan for the extended day programming for each child. Goals and objectives to be addressed during this time will be determined by the team. OT/PT/SLP may provide individual therapy in the classroom during this time.
    3. Data will be collected daily on skills. Data will be graphed once a week for each skill.
    4. All team members will be provided training in discrete trial method, reinforcement strategies and schedules, prompting and fading, data collection and analyzing data to make informed educational/intervention decisions.
    5. Paras will be scheduled two hours per week for planning time with the school team. This will include time to assist in recording and graphing data and to meet with the classroom teacher, extended day teacher, OT/PT, and SLP.

    Data Collection Process

    1. Use of an instructional program form that includes the objective, criteria for success, corrections procedures, reinforcement and prompting schedules, and teaching strategies including steps in teaching the skill.
    2. Use of data collection sheets that best fit the objective and prompting/teaching strategies. Data will be collected on skills not yet acquired no less than two times per week and every other week to assess maintenance and generalization of skills.
    3. Use of a summary graph for summarizing progress and changes in the intervention procedures.
    4. Use of a list of possible reinforcers for the child including highly preferred reinforcers. Parent will be asked to help provide information as to possible/highly preferred activities and items.