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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Connecting military family service providers and Cooperative Extension professionals to research

and to each other through engaging online learning opportunities

https://militaryfamilieslearningnetwork.org

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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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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17 Used with permission, J. Woods

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21 21 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

Photospin.com by Monkey Business Images 31

•  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!

Photospin.com by PS Productions 35 35

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


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



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



Problem Solving and Planning (PP)

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Problem solve intervention strategies

• Expand

opportunities and contexts to practice



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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



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

Used with permission, J. Woods 48

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49 Pixabay.com, CC0 49

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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

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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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today’s presenters · 2018. 9. 25. · • sabotage • forgetfulness • violating expectations...

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