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![Page 1: A Collaborative Inservice Training Model for Early Development Providers February 20, 2004 Mary Pat Moeller, Ph.D. Boys Town National Research Hospital.](https://reader036.fdocuments.us/reader036/viewer/2022062518/56649e4d5503460f94b4332c/html5/thumbnails/1.jpg)
A Collaborative Inservice Training Model for Early Development
Providers
February 20, 2004
Mary Pat Moeller, Ph.D. Boys Town National Research Hospital
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Presenting Issues
Geographically challenged state affecting access to services
Long-standing history of birth-3 services in public school programs
Limited availability of specialists to work with population of newly-identified D/HH infants
Advances in technology and concomitant need to update expertise
Practice shifts (primary service provider model; services coordination)
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Collaborators:
Parent-Infant Team at Boys Town National Research Hospital
Parent-Infant Team at Omaha Hearing School
Part H Program (Co-leads: Dept of Education, Dept of Health & Human Services)
Nebraska Regional Programs for D/HH
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Needs Assessment
Surveys and interviews revealed need for:
-update on new technologies-strategies for working with families-family support methods-teamwork within primary service provider model-assessment and IFSP development
Most felt “comfortable” with development and communication
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Needs: Post Hoc
Specific auditory development stages and strategies
Shifting from child-focus to relationship-focus Process for determining priorities with
families in communication and audition Process for supporting/guiding families in
decision making Expectations for infants and families
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Inservice Program Components
S u m m e r In ten s iveT ra in ing W orksh op
R e g ion a l W o rksh o ps M e nto ring P rog ram
S te erin g Co m m itteeN D E /N D H S S
R e g io na l P ro gra m s fo r D /H HB T N R H /O H S
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Laying a Foundation
Why focus on relationships, not child skill development?
Techniques: Lecture & Discussion
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Envision “The Potential“
Two hours/week = 2% of total waking hours for a toddler
Diapering, feeding, playing = each happen at least 2000 times before the first birthday
Just 20 everyday activities would equal 40,000 learning opportunities by age one (Dunst, 2001)
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Review Research Findings
McBride & Peterson (1997) observed a child-focused dominance in 160 sessions
Too little focus on parent-child relationship Mahoney, et al., (1998) – Interventions
impact child development to the extent that parents are supported and encouraged to engage in responsive interactions with the child
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Consider Outcomes Expectations
When identification is late, families have a “short stay” in the birth-3 program
Parents in this situation did not demonstrate independence or confidence in addressing goals
Implications: Parents benefit from “longer stay” in EI
Calderon, Bargones & Sidman, 1998
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Consider Parental Expectations
Dromi & Ingber (1999) qualitative analysis of parental expectations for intervention (in Israel)
Independent Decision-makers (N = 7)Well Socialized (N = 13)
Full Collaborators (N=7)Relinquish Responsibility (N = 23)
How do our practices influence perceptions? Does one size fit all?
20 in Partnerships
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Avoid Deficit Model
-Attachment patterns of H/HH are similar to H/H
- Deaf and hearing toddlers equally likely to perceive mothers as sensitive & emotionally responsive
-Parents make adaptive & intuitive adjustments
-We should not assume the need to focus on negative aspects of interaction
Lederberg & Prezbindowski, 2000
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Core Values & Beliefs
We are in the home to support care providers in developing competence and confidence in helping the infant learn
Each family is unique & we work to honor this diversity
The family is the expert on the child and the constant in the infant’s life
Families are equal team members
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ABC’s of Family-Centered Intervention
Monday: Audition, Babies and Coping with Technology
Tuesday: Assessing Babies A-ZWhat parents want from EI
Wednesday: Signature behaviors for communication and auditionIFSP development
Thursday: Learning and coaching through daily routines
Friday: Cultural competence, partnerships and support for decision making
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Beyond Lecture: Skill Building Activities
Hands-on interactive experiences Expectations-shaping experiences Videotape analysis Provision of operating frameworks Prompted practice Group brainstorming application
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Skill Building Activities (Cont)
Small groups: family case studies Dialogue with parents/families & strategies
for family support Identifying “tools of trade”
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“Hands On“ Interactive Experiences
Small groups rotate to learning stations:
-identify problem with hearing aids/earmolds-identify parts of cochlear implant; -administer six sound test-listen to FM system-problem-oriented role play
Resource library – review unfamiliar curriculum and resources; share with group
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Expectations Shaping
“Guess the audiogram” game
Simulations of hearing loss
Longitudinal observations of children
Experienced providers sharing challenges and rewards
Program observations
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Videotape Analysis
Developmental examples to support learning of hierarchies and evaluation techniques
Longitudinal examples with discussion
Practice identifying target behaviors with “answer key” and “coach”
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Early Communicative Functions (Intentions)
Behavioral RegulationUse communication to get others to do what I want or stop doing something-Request object/action-Protest object/action
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Early Communicative Functions (Intentions)
Social Interaction-get adult to look at or notice me for affiliation purposes-request social routine-request comfort-call -greet-show off-request permission
Heehee..
let’s play more
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Early Communicative Functions (Intentions)
Joint Attention- “Direct attention to share the focus”- Get the adult to look at or notice- Comment on object/action- Request information (wh? or rising intonation or facial expression)
Look..cool
Wow..check that
out
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Provision of Operating Frameworks
Examples: providing a structure for typical progression of a home visit
Providing a model for exploring communication matches
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Rubric for a Home Visit
Arlene Stredler-Brown, 2004
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Family’s Evolving Goals & Needs
Parent to Parent Contact
Family Resources
Collaborative Problem Solving
Sounding Boards
Profession-al input; Role models
Program
Visits
Evaluation Findings
Community Resources
Content Sources
Family Values & Beliefs
Sources of Input for Decision Making
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Prompted Practice
Guided practice with language sample analysis & criterion referenced checklists.
Linking developmental observations to ISFP goals.
Using family assessment tools with a partner: checking for “feel” of the tool.
Being a sounding board…parent expresses “X,” we answer “Y.”
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Language Sample
5 Is it the same baby?
Yeah.
6 Yeah. What XX that? XX?
7 What are you doing?
I XX XX XX out baby.
8 Oh, you gonna take the baby out? Ow….hurt
9 What hurt?
Hurt XX baby!
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Language Sample
10 Hurt the baby…the baby hurt you? (nods)
11 Are you all right?
Yes.
12
Is that a phone?
Oh! A telephone
Yes!
13 Is that like your phone? Yeah It Laryssa my
phone.
14 Now what? Baby hungry.
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Ways to Analyze Samples:
What strengths did you observe? What objective measures can we make?
Complexity (mean length of utterance)39/18 = 2.16
% intelligible 11/17 = 64% Mom’s response types
meaning conveyedturn taking
Language functions Language means
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Goals Related to Improving Speech
L will discriminate and say the differences between words that differ in vowel perception and consonant perception
Parents and professionals will monitor L’s discrimination errors and address as needed
L. will increase speech intelligibility (through strengthening of auditory skills)
Parents will provide a variety of forms of feedback to L (parallel talk, expansions, etc.)
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Group Brainstorming Application
Karen Rossi “Signature Behaviors” Small groups assigned everyday task like
diapering the baby Determine how each signature behavior
could be targeted in this natural context Both communication and auditory behaviors
targeted
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Small Group Case Studies
Teams from same geographic area work together
Experienced providers join each team Each group member brings case study to
workshop, including areas of challenge Workshop content applied to case studies;
Periods of discussion
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Dialogue with Families
Parent panel with diverse representation Articles and web sites from parent
perspectives explored
Small group discussion of resources for family support
Brainstorming additional resources
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Avoiding Info Overload!
IFSP, EHDI. MDT, dB, LRE, ENT, DSL, AV, BTE, CI, ASL, CS, MCE???…but I’m just a
BABY
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Tools of the Trade
Identifying key strategies Taping examples Observe and label Discuss application in own setting
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Specialized Knowledge & Skills
Child development Values & culture Potential impact of
hearing loss Communication &
language development
Communication approaches & fluency
Amplification and Listening Devices
Assistive technology Expectations
Stredler-Brown, Gallegos, Moeller & Pittman, 2004
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What is Coaching?
Coaching is a mindset for providing intervention and supports
It shifts the service delivery model from expert-driven to learner-focused
Focuses on supporting the people involved with the child across natural environments
Dynamic exchange of information based on learner’s skills and needs
Reciprocal process –series of conversations focused on mutually agreed outcomes
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Coaching
Use an interactive process of observation and reflection in which the coach promotes the learner’s ability to support the child in being and doing…
Learner gains confidence and competence to implement strategies to increase the child’s learning opportunities and participation in daily life
Learner knows when the strategies are successful, can modify & can generalize to new situations and needs
Caregivers and interventionists are the “learners”
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Coaching Techniques
Active, supporting listening News commentator role – provision of
objective, descriptive feedback
-identifies what both parties are seeing-clarifies what is working-models how observation guides us-helps to pinpoint areas of strength & need
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Coaching Techniques
Guided experiments – “I wonder what will happen if we….”
-a process of using discovery to figure out what works…what strategies are a “good fit”-partners “try it out” and evaluate
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Coaching Techniques
Model or demonstrate a skill, and test it out together
Jointly discover what is typical (can you show me?…How does that work for you?…You don’t typically…)
Recruit and accept parental interpretations, predictions and advice (you don’t think so…?)
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Coaching Techniques
Caregiver in the driver’s seat…may take negotiation about roles
Use of synthesizing statements (summarizing, notetaking, commenting on what we are finding out that is important)
Acting as a sounding board
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Regional Workshops
Structured as follow up to summer workshop Based on regional needs assessment Workshop + case management issues Offered in regional sites throughout the state Practical, interactive:
-birth to 5 auditory learning -evaluation techniques-IFSP development
Enhanced understanding of learner needs Ongoing training opportunities essential
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Mentoring Program
Planned: Link newer providers
with experienced providers
On-site visits with demonstration & technical support
Video, email and phone contacts throughout the year
Actual: More experienced
providers most willing Brainstorming helpful Email resource helpful Limited access to home
visits Confidentiality issues Requirement?
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Outcomes
Successes: All parties gained
insights that strengthened the system
Increased access and capacity in state
System of contacts to support service provision
Improved training strategies
Limitations: Turnover in trained staff
(reassignments) Need for creative
models for implementing mentoring
“Ivory tower” perceptions
Modality-related issues
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Summary
Learners profited from:
-Content responsive to needs assessment-Experiential practice -Practical illustration of methods-Clear steps in processes-Learning experiences that shift paradigms & expectations-Follow up tailored to specific needs