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VIDBE-Q Volume 63 Issue 2
for more training in basic ECC concepts, specific assessments, and instructional
strategies.
Missed opportunities. In both schools, there were many opportunities for
incidental and systematic instruction in the ECC, especially during less structured times
(e.g., class changes). Procedures for meals were adjusted to better support systematic
instruction in independent living and social skills. One school transitioned from prepared,
cafeteria-style meals to self-serve, family-style meals to better approximate real world
experiences. Administrators in both schools also invested resources to support
instructional and residential staff supervising students during meals.
Communication inconsistencies. In both schools, instructional and residential
staff overlap at the beginning and end of the school day were used to ease transitions for
students. In one school, educational assistants began their work days in the dorm as
students prepared for school and then moved with students through the instructional day.
Residential staff began their work days at the end of the school day, allowing
conversations with the instructional staff before transitioning to the dorm. This led to an
increased willingness to initiate communication to solve problems and plan activities.
The physical distance of school personnel from many families led personnel to
report the existing interactions (e.g., emails, IEP meetings) were insufficient to transfer
skills from school to home. Personnel reported a desire to interact more with family
members and coach them to reinforce ECC skills at home. One school recently hired a
home-school coordinator, and the residential director in one school implemented quarterly
progress reports from the dorm staff to report on skill development.
