SDI Framework
DEC RPs
EBPs
Other
100

These are the four component areas of the SDI Framework (one word each).

What are Diagnose, Design, Deliver, and Engage?
100

These include leadership, assessment, environment, family, instruction, interaction, teaming and collaboration, and transition.

What are the DEC Recommended Practices topic areas?

100

This EBP includes verbal directions, visual cues, models, gestures, partial assistance, and full assistance.

What is prompting?

100

This assessment tool can help when we are unsure of the foundational skills or behaviors that might be missing.

What is AEPS?

200

This is how we know if we are using strategies in the way they were designed.

What is implementation fidelity (or intervention fidelity, instructional fidelity, treatment integrity)?

200

These types of goals focus on behaviors/skills a child needs to participate in all/most daily activities, and those which will increase the child’s independence and ability to adapt to his/her environment.

What are functional goals?

200

This EBP has three types: boundaries, cues, and schedules.

What are visual supports?

200

We know these are in place when children can answer the four questions (what am I doing now, how do I know I am making progress, how do I know when I'm finished, and what comes next?).

What are routines within routines within routines (or purposeful routines)?

300

This is a data analysis process that helps us determine how the learner is functioning in the context of setting, curriculum, instruction, and learner characteristics through the collection of data (review, interview, observe, and test)

What is RIOT/SCIL?

300

This EBP and DEC RP provides typically developing peers social skills training so that they use prompts and praise in social play situations which are designed to model, reinforce, and promote appropriate social interactions and social skills for children with disabilities.

What is peer-mediated intervention?

300

We are designing these when considering the antecedent, response/behavior and consequence/feedback.

What are Embedded Learning Opportunities (or ARCs)?

300

This is defined as the amount of time a child spends in developmentally and contextually appropriate behavior.

What is child engagement?

400

The use of this helps support critical feature number 6. Maximizes opportunities for access and engagement and can include any item, piece of equipment, or product system.

What is assistive technology?

400

We use this tool to help us combine purposeful routines, IEP classroom activity matrix, and embedded learning opportunities for individual children, into one document.

What is the instructional plan?

400

We use these when we want the child to participate in the same activity with the same expectations but there is a change in how the child participates.

What are accommodations?

400

When we are designing embedded learning opportunities, we must plan for this in order to close the learning loop and ensure the child will perform the skill or behavior again. 

What is consequence or feedback (the C in ARC)?

500

This SDI critical feature supports the use of the center observation tool to determine where the child spends time, the types of toys the child uses, how he or she interacts with the toys, and who the child prefers to interact with.

What is critical feature #2-Identify strengths, interests and preferences that sustain learner engagement?

500

This tool helps us support the DEC RPs in choosing IEP-worthy functional goals (need is based on the child's disability; provides access, participation, and progress; requires SDI; and can be addressed in one year).

What are the four filters?

500

These are the four levels of engagement.

What are watching, motor, verbal, and motor and verbal combined?

500

These are used when there is a change in the activity and/or expectation.

What are modifications?

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