Session'Agenda' 1:15;*2:45pm* Recap'the'coaching'model,' - PDF document

9/27/15' NATURALISTIC*INTERVENTION*WITH* YOUNG*CHILDREN* * HOW*TO*PARTNER*WITH*PARENTS*TO*MAKE* MEANINGFUL*DIFFERENCES*IN*CHILDREN’S*LIVES* ' Heather'Moore,'Ph.D'CCC5SLP' University'of'Oregon' OSHA'Conference'2015' What'will'be'talking'about'this' aJernoon?' • Coaching' • Intervening'within'a'coaching'framework' – FormulaOng'a'treatment'plan' • Goals' • Treatment'Approach/'Strategies' • Defining'Roles' • Group'vs.'Individual'coaching' • Treatment'Dosage' – ConducOng'treatment'sessions' • FormulaOng'a'session'plan'' • ImplemenOng'the'plan' • ReflecOng'' • EvaluaOng'the'plan' Session'Agenda' • 1:15;*2:45pm* Recap'the'coaching'model,' FormulaOng'an'IntervenOon'Plan' • 2:45;3:00pm* Break'&'Visit'Exhibits' • 3:00;4:30pm** Case'Examples' 1'

9/27/15' Coaching '' • A'voluntary,'nonjudgmental,'collaboraOve' partnership'between'2'or'more'people' • EssenOal'Elements' – CollaboraOon' – ReflecOon' – Reciprocity' – Based'on'Performance' – Driven'by'Context' Coaching'In'EI'Se]ngs' Coach* Adult*Being* Coached* Se]ngs'and' Contexts' Child* Evidence5Based'Family'Coaching' PracOces'in'EI' • Individual'approach'to'family'coaching' • Focus'on'daily'rouOnes'with'the'family’s'materials'in'natural' se]ngs' • Focus'on'supporOng'family'parOcipaOon'and'building'family' capacity'and'competence' • Works'directly'with'the'caregiver'and'uses'effecOve'coaching' strategies' • Focus'on'caregiver'responsivity'and'caregiver5child'interacOons' • Use'of'videos'for'demonstraOon'and'reflecOon' • IdenOfy'opportuniOes'to'pracOce'across'the'day'and'in'between' visits' • SystemaOc'progress'monitoring' 2'

9/27/15' EI'Coaching'Resources' • Campbell,'P.H.,'&'Sawyer,'L.B.'(2007).'' SupporOng'learning'opportuniOes'in'natural' se]ngs'through'parOcipaOon5based'services.'' Journal(of(Early(Interven0on,(29, '2875305.' • Moore,'H.W.,'Barton,'E.B.,'&'Chironis,'M.'(2014).'' A'program'for'improving'toddler'communicaOon' through'parent'coaching.'' Topics(in(Early( Childhood(Special(Educa0on,(33,( 2125224.' • Rush,'D.D.,'&'Shelden,'M.L.'(2011).'' The(early( childhood(coaching(handbook. ''BalOmore,'MD:'' Paul'H.'Brooks'Publishing.' Case'Example:''Frazier' • Almost'2'years'old'at'Ome'of'referral' • Diagnosed'with'DS' • Receiving'services'through'EI' • Parents'goals:''Increase'spoken'and'sign' vocabulary'in'order'to'communicate'more' effecOvely'at'home' 3'

9/27/15' Coaching'Process' Prepare* Formulate*a* Session*Plan* Gain*Entry* Build* RelaQonships* Evaluate* Implement* Gather* InformaQon* Formulate*an* Reflect* IntervenQon*Plan* Formulate'an'IntervenOon'Plan' Discuss'opOons'with'the'family:' – WHAT?** – WHICH? * – WHO?** – HOW?** – WHEN?** ' WHAT*are*the*goals?* • Discuss'goals'with'the'family' • Goals'should:' – Be'achievable'within'a'certain'Omeframe'(ZPD)' – Be'based'on'stage'of'intenOonal'communicaOon' – Make'the'most'“difference”'in'the'shortest'period'of'Ome' – Easy'for'the'family'to'understand'and'address'at'home' 4'

9/27/15' Goals'vary'by'stage'of'intenOonal' communicaOon' Possible*PerlocuQonary*Goals* • Increasing'Ome'in'mutual'ajenOon' • Improving'enjoyment'when'interacOng'with'others' • Increasing'Ome'in'sound'play' Possible*IllocuQonary*Goals* • Increasing'frequency'of'intenOonal'communicaOon'(communicaOve' acts'per'minute)' • Increasing'variety'of'gestures' • Increasing'variety'of'sounds' • Increasing'the'reasons'why'children'communicate'(joint'ajenOon,' behavior'regulaOon,'social'interacOon)' Goals'vary'by'stage'of'intenOonal' communicaOon' Possible*LocuQonary*Goals* • Increasing'vocabulary'across'word'classes'(nouns,'verbs,' pronouns,'adjecOves)' • Increasing'sentence'length' • Increasing'Increasing'the'reasons'why'children'communicate' (joint'ajenOon,'behavior'regulaOon,'social'interacOon)'(if'sOll' a'problem)' • Increasing'frequency'of'intenOonal'communicaOon' (communicaOve'acts'per'minute)'(if'sOll'a'problem)' Goals'vary'by'stage'of'intenOonal' communicaOon' Goals;*not*to*target?* • Comprehension'(following'direcOons)' • Speech'intelligibility' 5'

9/27/15' WHAT*is*the*best*intervenQon* approach? * NaturalisQc* IntervenQons* Focused* SQmulaQon* Pivotal* LAPE* PECS* EMT* Response* Hanen* RE;PMT* Roberts'and'Kaiser'(2011):''Meta5 analysis' • Purpose:** SystemaOcally'evaluate'effects'of'parent5 implemented'intervenOon'on'language'skills'of'18560' month'olds' • Method:** Effect'sizes'for'7'language'outcomes'from'18' studies.''Compared'for'children'with'and'without'ID' • Results:** Effect'sizes'(g)'ranged'from'50.15'to'0.82.'' Significant'for'6/7'outcome'measures' • Conclusions:* – RelaOve'effects'of'PI'intervenOons'were'larger'than'TI' intervenOons' – PI'intervenOons'effecOve'for'children'with'or'without'ID' – Parent'training'had'posiOve'effects'on'use'of'strategies' Roberts,'M.Y..'&'Kaiser,'A.P.'(2011)''The'effecOveness'of'parent5implemented'language'intervenOons:''A' meta5analyisis.'' American(Journal(of(SpeechDLanguage(Pathology,(20,( pgs'1805199.' 6'

9/27/15' Kong'and'Carta'(2011):''Synthesis' • Purpose:** Synthesize'research'on'RII'for'children'with'or' without'DD'' • Method:** Examined'26'experimental'or'quasi5exp'studies' • Results:** RII'results'in'significant'posiOve'in'children’s' emoOonal'and'social5communicaOve'outcomes' • Conclusions:* – RI'increases'the'rate'of'specific'target'words'and'improves' intenOonal'communicaOon' – Children'with'a'range'of'dx'improve'communicaOon'and' emoOonal'skills'when'provided'with'RII' – RII'can'improve'caregiver’s'responsiveness'across'families'with' diverse'backgrounds' – RII'can'be'implemented'in'homes,'clinics,'or'classrooms' Kong,'N.Y.'&'Carta,'J.J.'(2011)''Responsive'interacOon'intervenOons'for'children'with'or'at'risk'for' developmental'delays:''A'research'synthesis.'' Topics(in(Early(Childhood(Special(Educa0on,( Doi:'' 10.1177/0271121411426486' Enhanced'Milieu'Teaching'' Summary'of'Research' • Developed'out'of'incidental'teaching' • Combined:'over'50'studies' • Results:' – Best'when'used'with'children'between'10'words'–'3.5'MLU' – EffecOve'for'children'with'a'variety'of'disabiliOes' – Caregivers'can'be'taught'strategies'effecOvely' – Children'whose'primary'caregivers'are'taught'strategies'do'bejer' Hancock,'T.B.'&'Kaiser,'A.P.'(2006).''Enhanced'Milieu'Teaching.''In'R.J.'McCauley'&'M.E.'Fey'(Eds.),' Treatment(of(language(disorders(in(children '(pp.2035236).''BalOmore,'MD:''Paul'H.Brooks' Research:''Language'and'Play' Everyday' Moore,*Barton,*&*Chironis*(2014)* • Use'EB'from'EMT'and'other'NaturalisOc'IntervenOons' – Environmental'arrangement'and'posiOve'behavior'supports' – Responsive'InteracOon' – Focused'SOmulaOon' • Conclusions' – Group'intervenOon'(with'individual'parent'coaching)'can'be'a' great'first'level'of'response' – Maintenance'is'required'to'see'conOnued'benefits' – Parent'coaching'is'an'effecOve'way'to'teach'parents'RI' strategies' Moore,'H.W.,'Barton,'E.B.,'&'Chironis,'M.'(2014).''A'program'for'improving'toddler' communicaOon'through'parent'coaching.'' Topics(in(Early(Childhood(Special(Educa0on,(33,( 2125224.' 7'

9/27/15' Case'Example:''An'IntervenOon' Approach'for'Frazier' • Language'and'Play'Everyday' • Fit'criteria:''more'than'10'symbolic'words'and' less'than'3.5'MLU' • Variety'of'strategies'to'choose'from'based'on' family’s'needs' WHICH*NaturalisQc*IntervenQon*Strategies*will*work* best*for*the*family? ' • PosiOve'Behavior'Support'(PBS)'and' Environmental'Arrangement'Strategies'(EA)' • Responsive'InteracOon'Strategies'(RI)' • Milieu'Teaching'Strategies'(MT)' • Choosing'Targeted'Vocabulary' PosiOve'Behavior'Support'Strategies' • Strategies'include:' – Designing'the'acOvity'to'be'fun'and'interacOve' – Following'the'child’s'interest' – Having'expectaOons'that'the'child'will' communicate' – LimiOng'distracOons' 8'

9/27/15' Environmental'Arrangement' The'caregiver'arranges'the'environment'in'order' to'provide'opportuniOes'for'the'child'to' communicate.'Includes'strategies'that'focus'on:' • SelecOng'materials' • Arranging'materials' • Managing'materials' ' Environmental*Arrangement*Strategies* Introduce* In*View*But*Out* Something* of*Reach/* Assistance* New* Piece*by* Piece* Silliness* Choices* Responsive'InteracOon' IntervenOonist'is'taught'to'be'responsive'to'the' child’s'communicaOon'ajempts'by'using'the' following'strategies:' 1. WaiQng*and*idenQfy* the'child’s'communicaOon' ajempts' – Do'not'direct'or'ask'test'quesOons' 2. ConQngently*and*consistently*responding*to*the* child*in*order*to*teach*something*new* – Child'nonverbally'communicates,'adult'LinguisOcally' Maps'(within'TLT)' – Child'says'word/ujerance,'adult'expands'ujerance'' Yoder'et'al'(1995),'Fey'et'al.'(2008)' 9'