Today’s Presenters · 2018. 9. 25. · • Sabotage • Forgetfulness • Violating expectations...
Transcript of Today’s Presenters · 2018. 9. 25. · • Sabotage • Forgetfulness • Violating expectations...
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FD Title Slide
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https://militaryfamilieslearningnetwork.org/event/22023/
Small Talk: Strategies to Support Child Communication Before Words Emerge
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MFLN Intro
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FD Title Slide
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https://militaryfamilieslearningnetwork.org/event/22023/
Small Talk: Strategies to Support Child Communication Before Words Emerge
Today’s Presenters
Juliann Woods, Ph.D., SLP-CCC
• SLP & EI trained • Mom/Grandma • Enjoys working
vacations… • Autism and Caregiver
coaching
Mollie Romano, Ph.D., SLP-CCC
• FSU – SCSD • Mom of 2 girls • Needs a vacation! • Early
Communication Development
4 Photos used with permission, J. Woods & M. Romano
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What are the earliest communication milestones?
• Insert a series of 3 parent child dyad photos with childbetween 6 & 12 mo, around 18 months and then a 2yrold ….
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Photospin.com, by Skreidzeleu Aliaksei Photospin.com by Design Pics Photospin.com by Monkey Business Images
Developmental Summary 0-3
• Critical importance of supportive interactions withcaregivers
• Early gesture development mirrors social communicationfunctions
• Progression of babbling to vocalizations to words andcombinations
• Comprehension precedes expression• Form, function and content are ALL essential for future
language and literacy success
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When concerns arise…
• It’s never too early to provide a communication andlanguage rich environment
• Share information and resources about building alanguage rich environment
• Support caregivers to be responsive and encouragecommunication throughout the day
• Monitor development and increase supports as needed
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Imag
e fro
m P
ixab
ay.c
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Fred Rogers, Middlebury College commencement address, May 2001
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• Identify the forms and functions the child typically uses tocommunicate
• Recognize emerging communication skills• Select communication targets
– Expand function of current form(s)– Expand to next form in developmental sequence
Selecting Communication Targets
Pixabay.com, CC0
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• Enhances active and successful participation• Based on family priorities• Builds on child’s strengths• Context of meaningful activities• Measurable behaviors
Writing Communication and Language IFSP Outcomes
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IFSP Outcomes: Enhancing Participation
• Kaden will participate in family games, books, meals, and bath time with gestures and vocalizations to request and share enjoyment.
• Trinity will imitate words, e.g. ball, kick, when family members name the object or action that she requests while going to brother’s soccer games.
Routine
Form Function
Form
Function Routine
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• Activities that the child and family participate in regularly• Routines that contain the following components:
– Clear beginning and ending– Functional communication outcomes are embedded– Follows predictable or logical sequence– Provides opportunities for repetition 3 ways– Functional, developmentally appropriate material use
Establishing Routines within a Family’s Priorities
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Types of Routines and Activities
FGRBI is a project of Florida State University Updated: 2012
Child’s Name:_____________________________________________________________________ Date: ___________________________
Family Routine Categories Play Routines Caregiver Routines
Play with objects/constructive play
Pretend play Comfort/disability related routines
Dressing related routines
Physical play Social games (roles) Hygiene related routines Food related routines
Pre-academic and Literacy Activities
Community and Family Routines
Reading with books Songs and rhymes Community and family errands Family chores
Computer, TV, video Writing/drawing Socialization activities Recreation
Routines offer the most teaching and learning for children and adults
when they are…
All images from Photospin.com by Monkey Business Images
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• Joint attention • Reversible roles Reciprocal
• Time and number of opportunities • Types and number of targets
Expandable and Contractible
• Provide “anchors” for adults Logical and Predictable
• Can be in multiple locations, with other people, and materials
Flexible for Generalization
• For the child and the adult Motivating
• Will grow with the child Developmental
Remember Kiyah & Kris?
Used with permission, J. Woods
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Embedding Language Development
Environmental Arrangement Responsiveness
Descriptive Talking
Expanding and Building
Everyday Activities & Routines
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• Environmental arrangement strategies are based onwhat the family does, the toys and materials they preferto use, and the strategies they like.
• Encouraging Communication through– Positioning of people and materials– Meaningful & developmentally appropriate materials– Communication temptations– Removing or adding materials to sustain attention– Offering choices between activities and/or materials
Environmental Arrangement
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Using Environmental Arrangement Strategies
• Where and howcan pauses be embedded?
• Where and howcan materials be manipulated?
Images from Pixabay.com, CC0
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• Encouraging Communication through– Following the child’s interest– Being involved in the activity– Responding contingently to child’s communication– Balancing turns
Responsiveness
Photospin.com by PS Productions
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• Encouraging Communication through– Talking about the child is doing/looking at– Talking about what the adult is doing/looking at– Using language at the child’s target level– Using a variety of word types– Using words for different communicative functions
Descriptive Talking
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• In view, out of reach• Piece by piece• Novelty• Sabotage• Forgetfulness• Violating expectations
Communication Temptations
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• Encouraging Communication through– Using expanded language models– Recasting the child’s communication– Using a varied language forms– Upping the ante and prompting
Expanding and Building
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Using Expanding Strategies
Photospin.com by Lev Dolgachov Photospin.com by Monkey Business Images Photospin.com by Monkey Business Images
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Model the gesture, sound, or word Say milk
Offer a choice Do you want milk or juice?
Ask an open-ended question What do you want?
Time Delay Pause & look expectantly
Using Building Strategies
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Increases in: a) amount of parent – child interactionb) responsiveness to child communication,c) amount and quality of linguistic input, andd) use of learning support strategies
(Brown & Woods, 2016; Roberts & Kaiser, 2011)
Parent Implemented Communication Intervention – It works!
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Principles • Theoretical frameworks
used in policy• Integrate values and
vision• Guides the outcomes• Tells us why
Practices • Evidence informed and
empirically validated• Observable and
measureable actionsdemonstrating vision
• Accomplishes outcomes• Tells us what, when/
where, how and who
Bridging the Research to Practice Gap
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Learning is sequential and situational in authentic frameworks to facilitate retrieval
Clear, measureable and value driven indicators assessed to ensure consistency of performance
Active participation with increasing independence and ownership is essential
Systematic approach with repetition in a variety of contexts supports generalization
Core Adult Learning Principles
Images from Pixabay.com, CC0
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As an adult learner, what strategies are
you using right now to help you
learn?
Pixabay.com/CC0
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• Introduction• Illustration• Practice• Evaluation• Reflection• Mastery
Trivette, C. M., Dunst, C. J., Hamby, D. H., & O’Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies. Winterberry Research Syntheses, 2, 1–31.
Active Ingredients of Adult Learning
Pixabay.com, CC0
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Learning Cycle
Woods, J., Wilcox, M. J., Friedman, M. & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family centered supports and services. Language, Speech, and Hearing Services in Schools.
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Coaching Practices
Woods, J., Wilcox, M. J., Friedman, M. & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family centered supports and services. Language, Speech, and Hearing Services in Schools.
SS-OO-PP-RR • SS = Setting the Stage• OO = Observation and Opportunities to
Practice• PP = Problem Solving and Planning• RR = Reflection and Review
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Setting the Stage (SS)
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Gathering updates & sharing information
• Encouraging family priorities
for session plan
Woods, J., Wilcox, M. J., Friedman, M. & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family centered supports and services. Language, Speech, and Hearing Services in Schools.
Used with permission, J. Woods
Observation and Opportunities to Practice (OO)
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Observe caregiver child interaction in routines
• Use coaching strategies
matched to caregiver-child •
Provide general and specific feedback
Woods, J., Wilcox, M. J., Friedman, M. & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family centered supports and services. Language, Speech, and Hearing Services in Schools.
Used with permission, J. Woods
Problem Solving and Planning (PP)
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Problem solve intervention strategies
• Expand
opportunities and contexts to practice
Woods, J., Wilcox, M. J., Friedman, M. & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family centered supports and services. Language, Speech, and Hearing Services in Schools.
Used with permission, J. Woods
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Reflection and Review (RR)
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Promote caregiver reflection on what occurred and how it is
working •
Review session and plans for next steps
Woods, J., Wilcox, M. J., Friedman, M. & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family centered supports and services. Language, Speech, and Hearing Services in Schools.
Used with permission, J. Woods
General Coaching Strategies
• Information Sharing• Observation• Joint Interaction
Specific Coaching Strategies
• Direct Teaching • Demonstration with
Narration• Guided Practice• Caregiver Practice• Feedback• Problem Solving• Reflection• Review
Friedman, M., Woods, J., & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants & Young Children, 25(1), 62-82.
General and Specific Coaching Strategies
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What to use when?
General Coaching • Great place to start each
visit to support and extend relationship
• Important throughout visit to ensure adequate time to listen and clarify
• Opportunity to balance and synchronize pace, push, progress and planningbetween the triad
Specific Coaching • Focuses on caregiver’s
and child’s outcomes andlearning strategies
• Combines systematicteaching with feedback
• Shifts responsibility ofleadership betweencoach and caregiverbased on performanceand confidence
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• Which coaching strategies did Peg use with Kris andKiyah?
• How did the Kris respond to Peg’s use of variousstrategies?
• What could Peg do next to up the ante?
Revisit Kiyah & Kris
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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, Maryland, North Carolina, 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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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/jfe/form/SV_7POUSIr6WjIVCct
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: [email protected]
• 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
5252
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Up and Away: Building child language, social interactions, and preliteracy skills in early childhood settings
Nov. 29, 2018 at 11:00 a.m. Eastern https://militaryfamilieslearningnetwork.org/event/22036
Formoreinforma-ononMFLNFDEarlyInterven-ongoto:h"ps://blogs.extension.org/militaryfamilies/family-development/
FD Early Intervention Upcoming Event
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Learn with us at https://militaryfamilieslearningnetwork.org
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