Post on 23-Feb-2020
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Coaching Parents & Caregivers in Early Intervention
Michelle Gatmaitan & Nancy Ely NAEYC Learning Galleria, November 5, 2010, Anaheim, CA
Agenda
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Introductions/Icebreaker Presentation & Discussion Case Scenario & Discussion
What do you think of when you hear the word “COACH”?
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Adults as Learners
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Approximately 50% is retained.
40-80% may be forgotten immediately.
Of the 50% recalled, approximately half is remembered wrong
(Domoracki & Halter, 2006) What are the implications of these findings
for how we interact with and support caregivers in early intervention?
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TeachOthersand/orImmediateUseofLearning95%
PracticewithFeedback75%
DiscussionGroup50%
Demonstration30%
AudioVisual20%
Reading10%
Listening5%
Awareness
Level
Knowledge Level
Skill Development
Dale’s Cone of Learning
(Dale, 1969)
Coaching
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An adult learning strategy that is used to: build the capacity of a parent or
colleague to improve existing abilities, develop new skills, and gain a deeper understanding of his or
her practices for use in current and future
situations” (Rush & Shelden, 2008, p. 1)
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Who can use coaching?
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Early childhood educators/ Early Intervention providers
Therapists (speech, OT, PT) Home visitors Service coordinators
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Parents/caregivers may feel that the early intervention process is a tough
ladder to climb.
Coaching in Early Intervention
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A type of helpgiving practice within a capacity-building model to support people in using existing abilities and developing new skills
(Dunst & Trivette, 1996, Dunst, Trivette, & LaPointe, 1992; Rappaport, 1981; Trivette & Dunst, 1998)
Role of the Early Intervention Coach
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Role of the early intervention coach
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To provide a supportive and encouraging environment
To jointly reflect with the learner on current practices
To help the learner apply new skills and competencies with feedback
To jointly problem-solve challenging situations
Goals of Coaching
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• Capacity building • Sustained performance
Outcomes of Coaching
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Collaboration for
Capacity-Building
Sustained Performance
Caregiver competence & confidence
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Outcomes of Coaching
Promoting parent/caregiver engagement
Increasing child engagement
Increasing successful participation in everyday routines and activities
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Common Misperceptions About Coaching
(Rush & Shelden, 2008)
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Coaching and Adult Learning
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Coaching and Adult Learning
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(Bransford et al., 2000)
Knowledge
• Start with what the person already knows • Build upon existing knowledge/skills
Application
• Learner applies new information and strategies in meaningful contexts
Evaluation
• Evaluate effectiveness • Generate alternatives
The Coaching Process Joint
Planning/ Initiation
Observation
Action/ Practice
Feedback
Reflection
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(Hanft, Rush, & Shelden, 2004)
Coaching Video Watch a short video clip of a parent
and an early intervention professional in a coaching interaction.
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The Coaching Process
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Think about a child or family with whom you are working.
Think about an outcome that the family desires for this child.
As we go through the process of coaching in the next slides, reflect on how you might go through the different stages with the parent or caregiver to support him or her in meeting the desired outcome.
Example
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Anne expressed a concern about her son Tim, age 2.
Anne would like Tim to be able to express his wants and needs to her and other family members especially at meal time.
She would also like to be able to take Tim back into the house after playing in the yard or in the neighborhood park with less frustration, as he throws a tantrum when it is time to come back inside.
Example
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Below are her 2 desired outcomes: Tim will express his wants and needs at meal
time by using a word, a word imitation and/or a hand sign to request more of a preferred food from his mom, dad, or older sister.
Tim will be able to walk with his mom, dad, or older sister back into the house after playing outside when it is time to go.
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The Coaching Process
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Refer to the CASEtools Framework for Reflective Questioning (Rush, Shelden, & Raab, 2008).
Available online at: www.fippcase.org/casetools/
casetool_vol4_no1.pdf (see chart on page 7 for examples of reflective
questioning)
Why use coaching in early intervention?
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Relate the coaching process to the concepts of natural environments everyday learning opportunities the transdisciplinary team model
What would the coaching process look like in your classroom/work setting?
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If you are currently working with a team or group in your work or school setting, brainstorm on the possibilities.
Try a simulation exercise. You might use sample IFSP outcomes of children/families with whom you are working. Find a target outcome and role play the coaching process with your team members.
OR, you may also refer to the example of Anne and Tim referenced in the discussion of the coaching process.
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Discussion Questions
How does the coaching model support the mandate for early intervention in natural environments?
In a coaching model, do we expect parents to be therapists or interventionists? Can one argue against coaching with the premise that parents should be "just parents"?
What are some challenges/barriers to using the coaching process in your work or within your discipline?
Do you have any coaching "success stories"?
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References
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Bransford, J.D., Brown, A.L., Cocking, R.R., Donovan, M.S., & Pellegrino, J.W. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Bruder, M.B., & Dunst, C.J. (1999). Expanding learning opportunities for infants and toddlers in natural environments: A chance to reconceptualize early intervention. Zero To Three, 20(3), 34-36.
Campbell, S. (1997). Therapy programs for children that last a lifetime. Physical and Occupational Therapy in Pediatrics, 7, 1-15.
Dale, E. (1969). Audio-visual methods in teaching. New York: The Dryden Press; Holt, Rinehart, and Winston.
Domoracki, S., & Halter, K. (2006). Two Ohio programs: Providing support to families. Available online at http://www.infanthearing.org/meeting/ehdi2006/presentations/DomorackiS_EHDI2006.ppt
References
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Doyle, J.S. (1999). The business coach: A game plan for the new work environment. New York, NY: Wiley and Sons.
Dunst, C.J., Herter, S., & Shields, H. (2000). Interest-based natural learning opportunities. In S. Sandall & M. Ostrosky (Eds.), Young Exceptional Children Monograph Series No. 2 (pp. 37-48). Denver, CO: Division for Early Childhood of the Council for Exceptional Children.
Dunst, C.J., & Trivette, C.M. (1996). Empowerment, effective helpgiving practices and family-centered care. Pediatric Nursing, 22, 334-337, 343.
Dunst, C.J., Trivette, C.M., & LaPointe, N. (1992). Toward clarification of the meaning and key elements of empowerment. Family Science Review, 5, 111-130.
Flaherty, J. (1999). Coaching: Evoking excellence in others. Boston, MA.: Butterworth-Heinemann.
Garmston, R. (2005) Presenter's fieldbook: A practical guide . Norwood, MA:Christopher-Gordon Publishers, Inc.
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References
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Hanft, B.E., & Pilkington, K. O. (2000). Therapy in natural environments: The means or end goal for early intervention? Infants and Young Children, 12(4), 1-13.
Hanft, B.E., Rush, D.D., & Shelden, M.L. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Brookes.
Kinlaw, D.C. (1999). Coaching for commitment: Interpersonal strategies for obtaining superior performance from individuals and teams. San Francisco, CA: Jossey-Bass/Pfeiffer.
Rappaport, J. (1981). In praise of paradox: A social policy of empowerment over prevention. American Journal of Community Psychology, 9, 1-25.
Rush , D,D., & Shelden, M.L. (2008). Common misperceptions about coaching in early intervention. CASEinPoint, 4(1), 1-4.
Trivette, C.M. & Dunst, C.J. (1998, December). Family-centered helpgiving practices. Paper presented at the 14 th Annual Division of Early Childhood International Conference on Children with Special Needs, Chicago, Illinois.
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“A teacher is one who makes himself or [herself] progressively
unnecessary.” - Thomas Carruthers
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Contact Information
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Michelle Gatmaitan, M.Ed. Doctoral Student Early Childhood Intervention Services (ECIS) Kent State University, Kent, OH mgatmait@kent.edu
Nancy Ely Doctoral Student Early Childhood Intervention Services (ECIS) Kent State University, Kent, OH dely1975@aol.com