https://learn.extension.org/events/2469

This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family Readiness Policy, U.S. Department of Defense under Award Numbers 2014-48770-22587 and 2015-48770-24368.

How to Support Parents and Professionals in Early Intervention: Principles of Adult Learning

Connecting military family service providers to research and to each other

through innovative online programming

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MFLN Intro

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Connecting military family service providers to research and to each other

through innovative online programming

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Military Families Learning Network

Through the Early Intervention Training Program at the University of Illinois, providers in Illinois can receive 1.5 hours of Early Intervention credit. Several states other than Illinois have already agreed to recognize CE units from this webinar. They are: Georgia, Kansas, Kentucky, Ohio, North Carolina, Tennessee, Texas, and Virginia. All participants may receive a certificate of completion from this webinar after completing an evaluation and post-test. This certificate can sometimes be used to apply for CE credits with your credentialing body if you are not an Illinois provider. Links and further information will be available at the end of today’s presentation

Evaluation and CE Credit

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Carol Trivette, PhD •  Associate Professor at East Tennessee State

University, Johnson City, TN •  Co-chair on the development of the first DEC

position statement related to child abuse •  Research interests:

•  Responsive parental interactions with their children with disabilities

•  Family-centered practices and family support •  Development of tools and scales to support

the implementation of evidence-based practices with fidelity

Today’s Presenter

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Participatory Adult Learning Strategy II: Overview

Carol M. Trivette, Ph.D. East Tennessee State University

Johnson City, TN

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Content Outline of Webinar

§  Part I – Definitions of Key Terms

§  Part II – Evidence-base Key Characteristics of Adult learning Practices

§  Part III – PALS Coaching Example

Multiracial family by Jennifer Borget, CC BY NC-ND 2.0

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Why do we need to consider “adult learning”?

§  To use evidence based practices in our work with children and with adults

§  To help adults support the child in learning new skills and behaviors

Happy Family Triptych by Bob Vonderau, CC BY-NC-ND 2.0

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Part I - Definitions of Key Terms

What are evidence-based practices?

§  Practices that are based on research that demonstrates that the practices produce the desired effect

Cpl. Sweeney, Mom, & Baby, by U.S. Army, CC BY 2.0

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•  Family Practice 4 •  Practitioners build on the family’s strengths to support

family functioning, promote family member competencies, and strengthen parent-child relationships.

•  Interaction Practice 3 •  Practitioners promote the child’s communication

development by observing, interpreting, responding contingently, and providing natural consequences for the child's verbal and non-verbal communication using language to match or respond to the child’s wants, needs, preferences, or interests.

Division for Early Childhood Practices Based on Meta-Analysis

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Summary of the Process

§  A practice is evidence-based only when it comes from many research studies conducted by different researchers with different populations.

§  When the findings from a meta-analysis are similar across context, population, and researcher, then you can be confident that the practice is a “good” practice.

§  Evidence for a practice used should NOT come from one research study.

Three-year-old Lee by Northern Ireland Executive, CC BY-ND 2.0

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Adult Education: As defined by Wikipedia

•  Adult education is a practice in which adults engage in self educating activities to gain new forms of knowledge, skills, attitudes, or values.

•  Reflects a specific philosophy about learning and teaching which assumes adults:

•  Can and want to learn. •  Are able and willing to take responsibility for that learning.

20111031-FNS-LSC-0279 by U.S. Department of Agriculture, CC BY 2.0

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Who are adult learners in our field? §  Ourselves – We are consumers of knowledge information and

want to improve our skills.

§  Parents – They want to learn more about their children’s conditions and how they can help their children learn and develop.

§  Practitioners – They want to know more about how they can help children with disabilities participate in family life at home and in the community.

§  Professional Colleagues – As colleagues, we want to learn both new knowledge and skills with and from each other.

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Who are adult learners in our field?

How do you engage in adult learning? How do you interact with adult learning in your current position?

Baruch College Lecture Hall by Prima Vista, CC BY-NC-ND 2.0

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Adult Learning Scenarios

§  A parent wants to know how to improve her interactions with her young daughter with visual impairments.

§  A practitioner wants to know more about the specific early literacy skills that would be appropriate for a child who is developmentally 12 months behind her chronological age of three years.

§  A practitioner wants to know how to help build the capacity of a parent who needs to learn how to deal with his son’s temper tantrums when it is time to get dressed.

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Determining Who Needs Support and What Kind Is Needed

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Ways to Disseminate Information

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Improving Adults Skills and Practices

What are the best adult learning strategies to use when enhancing the skills and practices of parents and practitioners?

Learn by GotCredit, CC BY 2.0

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Part II - Evidence-base Key Characteristics of Adult Learning Practices

§  Demonstrate the quality of the research regarding adult learning strategies

§  Define the strategies we found to be important

§  Explain why it is important to use as many strategies as possible when working with a parent

Time traveling 4 by Moritz, CC BY-NC 2.0

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Meta-Analysis of Adult Learning §  Four adult learning strategies were studied:

§  Accelerated learning §  Coaching §  Guided design §  Just-in-time training

§  58 well designed (randomized control) studies

§  Large number of participants in the studies

§  Total = 4,308

§  2,095 experimental group participants

§  2,213 control or comparison group participants

a Dunst, C.J., Trivette, C.M., & Hamby, D.W. (2010). Meta-analysis of the effectiveness of four adult learning methods and strategies. International Journal of Continuing Education and Lifelong Learning, 3(1), 91-112.

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§  The studies took place in lots of different environments:

§  University classroom

§  PreK-12th classrooms

§  Work setting (e.g., hospitals)

§  Learner outcomes included learner knowledge, skills, attitudes, and self-efficacy beliefs

§  Used Cohen’s d effect sizes

§  Low effect size is below .30

§  Moderate effect size is .40 -.60

§  Large effect size is .70 or above

Meta-Analysis of Adult Learning

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Framework for Coding the Studies

§  Six Characteristics Identified in How People Learna

§  Planning - Introduce & Illustrate

§  Applications – Practice & Evaluate

§  Deep Understanding – Reflection & Mastery

a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press. When Young Children ‘Hate’ School by wecometolearn, CC BY 2.0

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Most Effective Adult Learning Method Practices

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Most Effective Adult Learning Method Practices

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Effect Sizes for the Six Adult Learning Characteristics

Average effect sizes and 95% confidence intervals for the relationships between the six adult learning method characteristics and the study outcomes.

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Cumulative Effects: Combinations of Most Effective Adult Learning Method Practices

Average Cohen’s d effect sizes and 95% confidence intervals for the relationship between different combinations (clusters) of adult learning methods characteristics and the study outcomes.

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What Happened Next

•  We used the findings from this meta-analysis to identify the most important strategies that help adults learn new skills to use with young children.

•  PALS – Participatory Adult Learn Strategy

•  A process that when used one-on-one in parent coaching, can yield a great deal of success.

34 Good Friends by Juliana Coutinho, CC BY 2.0

The key features of the professional development (PALS II) model include: •  Introduce and Illustrate •  Practice and Assess •  Review and Reflect •  Mastery •  Active participation of teachers in their own learning •  Ability to respond to an individualized training

Key Features

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Key Principles

§  Active participation of the learner in all phases of the training is essential

§  Individualized training/coaching to support learner mastery of the practice

§  Encourage practitioners’ self-reflection at every phase of the process to increase the rate of change in practitioners’ practices

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Key Principles

§  The more training strategies (introduce, illustrate, practice, etc.) used during training, the greater the change in practitioner practices.

§  Checklists are effective tools for engaging practitioners in self-reflection.

Feedback checklist by AJ Cann, CC BY-SA 2.0

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PALS II (Participatory Adult Learning Strategy)

FOUNDATIONS

APPLICATION MASTERY Active

Learner Involvement

Review and Reflect

Practice and Assess

Introduce and Illustrate

Deep Understanding and Next Steps

EVALUATION

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Trainer & Trainee Roles in Different Phases

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Trainer & Trainee Roles in Different Phases

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Part III – PALS Coaching Example

§  Who: §  Early Interventionist §  Father and 6 month old child with visual disabilities

§  What:

§  Interventionist visits child’s home once a week to help the father learn more ways he can interact with his child

§  Father expresses a desire to learn

§  Mother is active duty service member and currently deployed

§  How:

§  Use the PALS coaching model to employ adult learning strategies to help the father meet his goals

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Before Coaching, Identify the Content

•  What content is the focus of your work with this father?

•  Note: Father has already shared that his priority is to “learn more about how to interact with my daughter.” Working on interactions is one of the IFSP outcomes.

•  The appropriate content in this example is to help the father

learn to build on his daughter’s strengths…hearing. •  How would you do this?

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Before Coaching, Identify the Content

•  Use lots of verbal language with the child. •  Describe what you are doing even if when it doesn’t directly

involve the child. •  ”Daddy is folding the laundry and it smells so clean. You

can smell the laundry with daddy.” •  Describe what you are going to do. •  Use the child’s name and gently touch her. •  Sing songs and rhymes. •  Each time the child makes a noise or says a word, repeat it

and assign meaning. •  Say, “Does ‘ohhhh’ mean you want me to pick you up?”

Then pick her up.

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Introduction

•  The parent needs to understand the terms you are using and how it relates to what they are trying to do.

•  For example:

•  “You told me you want to learn new ways you can interact with your daughter. You know that children learn a lot through talking, playing, and reading books with adults. Verbal interaction is particularly important when children can’t use sight to learn.”

Daddy’s Girl by archangeldeb, CC BY-NC-ND 2.0

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Illustration

•  The easiest way for someone to understand what you are talking about is to provide an illustration.

•  This can be a picture or video, or a very concrete, personal example.

•  When you are illustrating, be as concrete and personal as you can.

What are some ways to do this in this scenario?

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Illustration

“I have seen you do a lot of great things with your daughter. One of the best strategies you use is to narrate to her directly what you are going to do. When you change her diaper I noticed you say something like, “I’m going to take off the smelly diaper. Now I am going to clean you up. I hope the wipes don’t feel too cold. Are they cold?” This is a

great strategy! You might want to find more opportunities to talk to her just like that.”

Theo & Brent by Erik Bishoff, CC BY-NC-ND 2.0

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Set up the “Practice and Assess”

•  After some discussion with the parent, it was agreed to increase the times that Dad intentionally talks to his daughter as they do things together.

•  Dad identifies a daily time to “play” with his daughter every afternoon after the child’s nap. His daughter is usually in a good mood and Dad has 15- 30 minutes before his son gets home from school.

Playing with Dad by Shannon, CC BY 2.0

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Set up the “Practice and Assess”

•  Begin by asking Dad what toys he plans to use during play time.

•  As the toys are identified:

•  Discuss with him how he might introduce each toy to his daughter.

•  What he might say about the toy?

•  How he can use language to keep the child engaged with the toy?

•  It is important to help Dad know how to assess the success of the activity.

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Set up the “Practice and Assess”

•  What suggestions could you give the father to help him recognize if things are going well or not?

•  What are the important things that Dad needs to do?

•  What kinds of things should Dad think about to determine if his daughter enjoyed the activity?

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•  At the next home visit:

•  Start by reintroducing the practice.

•  When it is clear that Dad is comfortable with this, review the practice.

Assess a Real Practice

What are some way you could review the practice?

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Assess a Real Practice

1.  Ask Dad to describe what he did and what happened.

2.  Watch a video of a play episode.

3.  Ask Dad if he and his daughter would to play for a few minutes while you watch.

•  Regardless of what method is used, the goal is to get the parent’s assessment and reactions to how it went.

•  Specific questions are better than the general questions like “How did it go?”

What are some specific questions you might ask?

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•  After talking about the specific practice, shift the conversation to discuss what should be done next.

Reflection and Review

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What questions might you ask yourself and/or the father to determine the next steps?

•  Dad and interventionist should reflect together and review what possible next steps should be considered.

•  The goal is for Dad to feel competent and confident in his ability to use language and sound to expand his daughter’s world.

PALS II (Participatory Adult Learning Strategy)

FOUNDATIONS

APPLICATION MASTERY Active

Learner Involvement

Review and Reflect

Practice and Assess

Introduce and Illustrate

Deep Understanding and Next Steps

EVALUATION

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Summary

§  Coaching a parent needs to:

§  be systematic.

§  allow for the active participation of the parent in all parts of the process.

§  Coaching on a single content area needs to continue over time in order for adults to become competent and confident in their use of new skills.

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Remember…

•  Evidence-based practices make a difference. •  Understanding principles of adult learning is necessary

when using a family-centered approach to intervention.

•  Learners need to be engaged from start to finish to achieve the best outcome.

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Upcoming Events

https://learn.extension.org/events/2540

March 30 from 12:30 – 1:30 ET 56

Lunch & Learn Prep•  Evidence-based practices: Think about 2 practices you use on a

daily basis. What are these practices based on? Are they based on research? Recommended practices from your professional organization? Your personal experience and wisdom?

•  Adult learning: During the next week, take note of how you are engaging the adults in your practice. What modality are you using (print, video, conversation etc.)? Select 1 mode to try to add to your practice this week.

•  Active participation: Take time to reflect on your own experiences. What method do you feel you have engaged with the most and least? Why do you use one most frequently? Why do you use one less frequently? What are the barriers that exist to engaging with different methods?

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What is one thing you learned about today that you plan to practice in the next two weeks?

• Webinar participants who want to receive a certificate of continuing education (or just want proof of participation in the training) need to take this post-test AND evaluation:

https://vte.co1.qualtrics.com/SE/?SID=SV_07WuC9tz2lK6VTv • CE certificates of completion will be automatically emailed to participants upon completion of the post-test & evaluation.

§ Questions/concerns surrounding CE credit certificates can be emailed to this address: MFLNFDEarlyIntervention@gmail.com § Sometimes state/professional licensure boards recognize CE credits from other states. However, it is necessary to check with your state and/or professional boards if you need CE credits for your field.

CE Credit Information

5959

www.extension.org/62581

60 This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family Readiness Policy, U.S. Department of Defense under Award Numbers 2014-48770-22587 and 2015-48770-24368.