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-MTSS (Multi-tiered system of supports)
-Cueing/ Prompting
-Positive reinforcement strategies
-Behavior plans/charts
-Goal setting
-Modeling
-Classroom jobs
-Morning meetings with role play situations
-Explicit instruction
-Model manners
-Large and small group activities
-Assign student roles

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*Self-care/adaptive skills are essential for building a child's independance and should be taught throughout the day when they are naturally occuring.

1. Assessment: Students self-care skills should be assessed using checklists, developmental profiles, and judgment of the classroom teacher and other staff. The teacher should find a baseline and see what a child can do as well as observe functioning in all envirnoments.

2. Self-care embedded in the curriculum:
- Skills should be generalized to outside of the classroom and should lend themselves to learning new or similar skills.

-Teachers can use self-care skills along with acadmic skills.
-For example, when eating, the teacher can ask a child to describe the color, how many of the food items they have, tell them what the food is and what kind of food it is (ex: I am eating an apple. An apple is a fruit. It is red. I have 1 apple)
-For example, when handwashing, the child will learn sequencing and steps. They can also learn about science and what soap is for, etc.

-For example, when learning to zip their own jacket, they can talk about the color or the jacket, the weather, why wearing a jacket in the cold is important, etc.

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1.Postive Reinforcement/ praise/ reward system: Children love when teachers are proud of them or being rewarded when they do something correctly.

2. Let the child try it on their own: Encourage the child to try the skill on their own and praise the success they have! Allow the child to do as much of the task that they can by themselves and be there for support.

3. Make self-care skills routine in the classroom: Children should have plenty of practice and know the teachers expectations.

4. Use visual cues and support

5. Play self-care games!

6. Set goals: In addition to setting goals for students, let the students set goals for themselves! Instrinsic motivation will lend to more successful outcomes.

7. Break skills into small steps (task analysis)

8. Role playing

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Allen, E. K., & Cowdery, G. E. (2014). The Exceptional Child: Inclusion in Early Childhood Education (8th ed.). Cengage Learning.

Embedded Instruction for Early Learning | Anita Zucker Center. (n.d.). Anita Zucker Center: For Excellence in Early Childhood Studies. Retrieved April 21, 2021, from https://ceecs.education.ufl.edu/project/embedded-instruction-for-early-learning/

Helping Your Child Develop Independence Self-Care Skills. (n.d.). Technical Assistance and Training System. Retrieved April 21, 2021, from https://tats.ucf.edu/wp-content/uploads/sites/9/2019/09/Adaptive-in-home-number-3-all-skills.pdf

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-Social skills need to be taught and reinforced to all children (reward/ aknowledge appropriate behaviors)

-Social skills should be taught along with other developmental skills such as language, physical, and cognitive skills (not seperatley).

-Children should be provided ample opportunities to interact with their peers and adults around them (teachers, staff, family).

-Need to teach appropriate responses to emotions

-Positive reinforcement

-Adult responsiveness: How does the adult respond to the child's needs and how this affects the response of the child.

-Teach & encourage children to play--provide the opportunity to play, provide materials to stimulate play, physically guide children to play, verbalize actions, place objects in the child's hands, social reinforcement

-Imitation and modeling

-Include collaboritve work and encourage collaboration in the classroom

-Classroom games/ activities

-Encourage peer tutoring

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Connections between the use of embedded instruction and the development of social and adaptive skills

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Connections between the use of embedded instruction and the development of social and adaptive skills

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-Embedded instruction helps children learn skills in everyday routines and activities as they interact with people and things.

-Embedded instruction helps children use the skills they learn in different routines and activities.

-Embedded instruction helps children continue to use the skills they learn over time.