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Activity Based Intervention

Activity-based intervention (ABI) provides a developmentally appropriate framework for incorporating instructional strategies into a child's daily activities. ABI embeds adaptations and individual objectives into routine activities to meet developmental goals. It originated with Diane Bricker and colleagues and is a child-directed approach using natural opportunities to develop skills. ABI evolves from assessment to goal-setting to intervention and evaluation, following the child's interests and embedding goals within routines and responses. Target skills are selected based on being functional, usable across contexts, and part of the child's natural environment.

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76 views11 pages

Activity Based Intervention

Activity-based intervention (ABI) provides a developmentally appropriate framework for incorporating instructional strategies into a child's daily activities. ABI embeds adaptations and individual objectives into routine activities to meet developmental goals. It originated with Diane Bricker and colleagues and is a child-directed approach using natural opportunities to develop skills. ABI evolves from assessment to goal-setting to intervention and evaluation, following the child's interests and embedding goals within routines and responses. Target skills are selected based on being functional, usable across contexts, and part of the child's natural environment.

Uploaded by

Dana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

Activity Based Intervention

ABI
• Activity-based intervention (ABI)
provides a developmentally
appropriate framework for Activity Based
incorporating several effective Intervention
instructional strategies into a
child’s daily activities.
• ABI- developmentally appropriate
activities with embedded
adaptations to meet individual
objectives in major domains
• Activity-based intervention (ABI) originated
with Diane Bricker and her colleagues at the Activity Based
University of Oregon. It is defined as a “child-
directed, transactional approach that embeds
Intervention
intervention on children’s individual goals and
objectives in routine, planned, or child-initiated
activities, and uses logically occurring
antecedents and consequences to develop
functional and generative skills” (Bricker &
Cripe, 1992, p. 40).
• It is considered a naturalistic Activity Based
teaching approach and is
commonly described in terms of Intervention
embedded instruction, routine-
based intervention, or integrated
therapy (Pretti-Frontczak, Barr,
Macy, & Carter, 2003).
Activity Based Intervention
• ABI evolved as part of a linked system that moves from assessment to goal
development to intervention, through evaluation (Bricker & Cripe, 1992).
• A child-directed approach, it emphasizes following the child’s interest and
actions. Four sequential key elements make up ABI:
• (a) the use of routine, planned, or child initiated-activities;
• (b) the embedding of goals and objectives in routine, planned, or
child-initiated activities;
• (c) the use of logical antecedents and consequences; and
• (d) the selection of target skills that are generative and functional.
• Bricker, Pretti-Frontczak, and McComas (1998)
suggested a five-step process of selecting appropriate
skills for intervention:
• 1. Administer comprehensive curriculum-based
assessment/evaluation tools.
• 2. Summarize the results of the assessment in terms of
interests, strengths, and needs. Selecting
• 3. Target skills that are (a) functional, (b) usable across
settings with different people and materials, (c)
appropriate skills
observable and measurable, and (d) part of the child’s for intervention
natural daily environment.
• 4. Identify appropriate goals and objectives through
prioritizing skills.
• 5. Develop written goals and objectives that are
observable, measurable, and clearly understandable to
team members.
Activity Based Intervention

• Two intervention criteria must be met in order for


progress to occur:
• (a) goals and objectives must be addressed during
developmentally appropriate activities, and
• (b) repeated opportunities for practicing targeted skills must
be provided during these activities (Bricker et al., 1998).
Instructional goals:

Select and evaluate


Link assessment to instructional materials
Always:
intervention linking assessment to
intervention
• Based on child’s interests, • Be planful when choosing
strengths and needs meaningful and
appropriate activities:
does this meet the child’s
interests, strengths and
needs
Develop Activity by Skill
Matrix
• Decide how goals and objectives will be embedded in
the child’s daily activities and who will be responsible
for each goal and objective.

• Develop a matrix for identifying the appropriate target


skills by domain in a classroom setting.
ACTIVITY BY SKILL MATRIX
• Comprehensive Model:
Activity Based Intervention
Reference
• [Link]/assets/uploads/d
ocs/Activity-Based-
[Link]

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