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Increasing Parent and Teacher Involvement: Employing Research Discoveries to Improve Communication Skills in Young Children
The document discusses the significance of family involvement in early childhood intervention and its impact on language development. It provides research findings, strategies to enhance parent engagement, and emphasizes the need for communication between families and service providers. Additionally, it includes case studies highlighting practical applications of these strategies in therapy settings.
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Increasing Parent and Teacher Involvement: Employing Research Discoveries to Improve Communication Skills in Young Children
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- 2. Presentation Outline 1. Researchsupporting parent involvement 1. What have parents and researchers reported in successful interactions? 2. How to apply the research to the field 1. 8 ways to improve therapeutic outcome 3. Case study 1. Looking at an example of how to make therapy more successful by increasing parent and teacher involvement
- 3. Background • Development: ▫ BilingualSLPs ▫ Home-based ECI Services ▫ Need for family involvement When families are involved in the intervention process, language enrichment is ongoing rather than during “therapy” only (Rosetti, 2001) Without family involvement, intervention is unlikely to be successful (Bronfenbrebrenner, 1974)
- 4. Learner Objectives Participants will list, identify, describe… 1. the importanceof family involvement 2. factors affecting parent involvement 3. theoretical models of social systems 4. strategies to increase family involvement in intervention
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- 7. 1. Importance ofFamily Involvement Research a. Language enrichment b. Empowerment c. Self-Efficacy d. Why family participation is critical
- 8. a. Language Enrichment •Parents use of language-based strategies leads to ▫ Increased receptive language skills in the first year (Baumwell, Tamis-LeMonda & Bornstein, 1997) ▫ Increased receptive and expressive language skills in the second and third years of life (Olson, Bates & Bayles, 1986) ▫ Greater receptive vocabulary at 12 years of age (Beckwith & Cohen, 1989)
- 9. a. Language Enrichment(cont’d) • Mother’s use of labeling and increased periods of interaction lead to increases in receptive vocabulary and greater expansion of expression in older children (Tomasello & Farrar, 1986) • Participation by fathers in early childhood programs has been shown to be beneficial to the child, father and other family members (Frey, Fewell, & Vadasy, 1989; Krauss, 1993)
- 10. b. Empowerment • Empoweringparents increases their likelihood of accessing information pertaining to their child’s development
- 11. c. Self-efficacy • Empowermentleads to self efficacy or the belief that they can make a difference in their child’s development (Dempsey & Dunst, 2004)
- 12. d. Why participationis critical • When families are involved in the intervention process, language enrichment is ongoing rather than during “therapy” only (Rosetti, 2001) • Without family involvement, intervention is unlikely to be successful (Bronfenbrebrenner, 1974)
- 13. Models of ServiceDelivery: Find a balance Consultative Model Child Focused Model
- 14. Not on thesame page Different Perspectives
- 15. Teacher and FamilyPerspective The therapist just plays with my child. They just sit and talk with me and do nothing with my child.This is all too overwhelming. I forget what to do after the therapist leaves. I don’t have time in my day to do this.
- 16. Speech Pathologist Perspective Familiesdon’t always follow through with my suggestions. I can’t get families to incorporate ideas into daily routines. I don’t have easily accessible resources to share with families. Many times families don’t keep appointments.
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- 18. 2. Understanding families •Demographics • Theoretical models of social systems • Factors affecting family involvement
- 19. Demographics – usingTexas as a case study
- 20. Demographics – usingTexas as a case study Video Review
- 21. Demographics of Families Enrolledin ECI in Texas Research a. Economics b. Ethnicity c. Language d. Gender e. Reason Eligible f. Services on IFSP
- 22. a. Economics • Percentageof ECI children receiving Medicaid ▫ 2006: 61% ▫ 2008: 60.3% • Families at 250% of the poverty level or lower ▫ Approximately 84%
- 23. b. Ethnicity Race/Ethnicity Percent Hispanic/Latino47 White 38 Black/African American 12 Asian/Pacific Islander 2 American Indian/Alaskan <1
- 24. c. Language Primary LanguagePercent English 81 Spanish 19 Other <1
- 25. d. Gender Gender Percent Males63 Females 37
- 26. e. Reason Eligible ReasonEligible Percent Medical Diagnosis 11 Chromosomal Anomalies 35 Congenital Anomalies--Brain/Spinal Cord 16 Symptoms and Ill-Defined Conditions 14 Disorders of the Nervous System 12 Congenital Anomalies--Facial Clefts 9 Conditions Originating in Perinatal Period 7 Congenital Anomalies--Musculoskeletal 7 Developmental Delay 71 Atypical Development 18 Areas of Delay/Atypical Development Speech/Communication 67 Physical/Motor 43 Cognitive 26 Adaptive/Self-Help 21 Social/Emotional 16 Vision 2 Hearing 2 Children with more than one qualifying diagnosis 22 Children with more than one area of delay 37
- 27. f. Services onIFSP Percent of Children with Planned Service Types Percent Service Coordination 100 Developmental Services 78 Speech Language Therapy 58 Occupational Therapy 32 Physical Therapy 25 Nutrition 12 Family Training/Counseling 5 Vision 3 Audiology 3 Psychological/Social Work 3 Medical/Nursing 1
- 28. Theoretical Models onSocial Systems Research a. Maslow’s Hierarchy of basic needs b. Kubler-Ross’ 5 stages of grief
- 29. a. Maslow’s Hierarchyof basic needs
- 30. b. Kubler-Ross’ FiveStages of Grief • Denial (this isn't happening to me!) • Anger (why is this happening to me?) • Bargaining (I promise I'll be a better person if...) • Depression (I don't care anymore) • Acceptance (I’m ready for whatever comes)
- 31. Research Findings Pertainingto Family Factors • Mothers with limited family support tend to withdraw from programs early (Luker & Chalmers, 1990) • Mothers engaged in family conflict show lower rates of involvement (Herzog, Cherniss, & Menzel, 1986) • Mothers engaged in substance abuse showed lower rates of involvement (Navaie-Waliser et al, 2000) • Mothers who are anticipating a change in residence also showed lower rates of participation (National Committee to Prevent Child Abuse, 1996)
- 32. Factors Affecting FamilyInvolvement • Family Factors ▫ over which we have minimal influence but need to understand ▫ over which we have more influence • Minimal influence ▫ Social-emotional needs ▫ Economic needs ▫ Cultural parameters • More influence ▫ Education about disability ▫ Attendance ▫ Engagement in the intervention process
- 33. Provider Factors Affecting ParentInvolvement ▫ Consistency and reliability ▫ Quantity (amount of services) ▫ Recognizing your assumptions ▫ Understanding family needs ▫ Engaging all family members ▫ Ability to adjust strategies to match family style ▫ Communicating rationale for intervention techniques ▫ Clearly specifying what families should do between intervention sessions ▫ Setting expectations ▫ Staff communication ▫ Staff education and training ▫ Staff turnover rates
- 34. Research Findings Pertainingto Provider Factors • The more services a child/family receives, the more progress the child makes • High staff turnover rates reduce family involvement ▫ Gomby (2007) • Quantity--There were some interesting studies that showed that white families received more services than others. Hispanics were rated as more engaged. African Americans received less child-focused activities. ▫ Wagner (2003)
- 35. Case Study #1:Understanding Kubler- Ross’ stages of grief How would you work with a family that is in denial? Example Interventionist: Lets work on the word “more”. Parent: She says that. Interventionist: Great, how about the words, mom or dad? Parent: She says that too. Interventionist: She only says twenty words and she is two years old Parent: We understand what she wants
- 36. Case Study #2: Aclient has been diagnosed with a receptive and expressive language disorder. How would you explain the rationale behind these suggestions and strategies? • Roll a ball back and forth with your child. • Add a word to what your child says and repeat the words back together. • Give your child more time to form a response.
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- 38. 3. Connecting Therapy toReality Applying research to our family sessions
- 39. How do weimprove outcomes? We know it’s important, how do we do it? 1. Provide specific instructions 2. Provide a rationale 3. Keep it simple and consistent 4. Have it pertain to a family event or routine 5. Set expectations 6. Have something written 7. In their native language 8. Follow through • Make sure caregivers understand: ▫ WHAT? ▫ HOW? ▫ WHY? • Assess the caregivers • Give positive reinforcement • Take risks
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- 41. Daily Routines • 12daily routines • Frequency and consistency • More natural • Extra time is not needed to implement strategies • Use objects in their environment as therapy materials
- 42. Daily Routines inthe Schools • 36 yearly units ▫ Colors ▫ Cowboys ▫ Zoo ▫ Etc. • Once per week
- 43. Daily Routines •Each routineincludes: • Speech/language focus • Examples of each strategy • Suggested target vocabulary and 6 pictures of signs • Homework sheet • Activity sheet •The amount of time spent on each routine varies
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- 47. • Improved communicationand bonding (Goodwyn, Acredolo, & Brown, 2000; Tompson et al., 2007) • Children stop using sign when able to communicate orally (Pizer, Walters & Meier, 2007) • Provide visual support during language learning Language Development
- 48. • Frequency andconsistency • The more a child hears a phrase the more likely they are to use it • Use phrases that the child is able to imitate Language Development
- 49. • Imitation isvital for speech and language development (Rogers & Williams, 2006) • Teach the child how to imitate, by imitating their sounds and movements Language Development
- 50. • Each routinefocuses on different vocabulary • Multisensory learning for language targets • Label objects, actions and descriptors • Repeat object labels – the more a child hears a word, the more likely they are to use it Language Development
- 51. • Expand thechild's utterances by adding semantic information or syntactic complexity can help their language grow. • It is important to keep phrases simple enough that your child can repeat them. Language Development
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- 53. • Visual, tactileand motor cues • Examples: ▫ Clap out syllables in words ▫ Put hand in front of mouth to feel air on plosives Speech Development
- 54. • Auditory cues ▫Emphasize specific sounds in words ▫ Melodic cues • Model appropriate speech production ▫ Break consonant clusters apart ▫ Model target words slowly with emphasis Speech Development
- 55. • Imitate soundsin the environment • Repeat an incorrect production correctly, repeating the correct production several times Speech Development
- 56. • Have ascavenger hunt • Label objects that begin with the same sound to increase phonological awareness Speech Development
- 57. • Follow thehierarchy of speech production • Help parents measure small successes Speech Development
- 58. Example by BrianneRuhnke on www.speakingofspeech.com Speech Development
- 59. A case studyof practical application Script for sample session 1. Review the plan and any progress 2. Select the strategy and daily routine 3. Model the strategy 4. Give the family time to practice the strategy
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- 62. What strategies couldyou observe? A. Sign B. Model C. Imitate D. Label E. Expand F. All of the above
- 63. What strategies couldyou observe? A. Sign B. Model C. Imitate D. Label E. Expand F. All of the above
- 64. What was thelanguage focus, or targeted skill? A. Turn-taking B. Requests C. Two-word Utterances D. Describing E. Contrasting – Yes/No Questions
- 65. What was thelanguage focus, or targeted skill? A. Turn-taking B. Requests C. Two-word Utterances D. Describing E. Contrasting – Yes/No Questions
- 66. What daily routinewas being used? A. Bath time B. Greetings C. Bedtime D. Getting Dressed E. Story time
- 67. What daily routinewas being used? A. Bath time B. Greetings C. Bedtime D. Getting Dressed E. Story time
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- 72. Data Collection • Whatwords or gestures does your child use? ▫ Greetings/Saludos: Cuando saluda mueve la mano. Translation: To give a greeting, he waves his hand. ▫ Getting Dressed/Vestirse: Todavía no puede vestirse él solo. Le tengo que ayudar. He still doesn’t get dressed on his own. I have to help him.
- 73. Data Collection • Whatwords or gestures does your child understand? ▫ Greetings/Saludos: Sí entiende pero no puede pronunciarlas. Translation: He does understand, but he can’t pronounce them. ▫ Getting Dressed/Vestirse: No response
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- 75. Homework in theschools
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- 82. In Summary Therapeutic improvementscan be realized by increasing parent and teacher involvement: 1. Provide specific instructions 2. Provide a rationale 3. Keep it simple and consistent 4. Have it pertain to a family event or routine 5. Set expectations 6. Have something written 7. In their native language 8. Follow through
- 83. References • Goodwyn, Acredolo,& Brown (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior, 24, 81-103. • Kummerer, B., Lopez-Reyna, N.A., & Hughes, M.T. (2007). Mexican Immigrant Mothers’ Perceptions of Their Children’s Communication Disabilities, Emergent Literacy Development, and Speech-Language Therapy Program. American Journal of Speech-Language Pathology, 16, 271-282. • McWilliams, R. (2007). Early Intervention in Natural Environments. Retrieved February 5, 2008 from http://naturalenvironments.blogspot.com/2007/10/toy-bags.html • Pizer, G., Walters, K., & Meier, R. P. (2007). Bringing up baby with baby signs: Language ideologies and socialization in hearing families. Sign Language Studies, 7 (4), 387-430. • Rogers, S. J., & Williams, J. H. G. (Eds.). (2006). Imitation and the Social Mind: Autism and Typical Development. New York: The Guliford Press. • Rogoff, B. (1990). Apprenticeship in Thinking. Oxford: Oxford University Press. • Thompson, R.H., Cotnoir-Bichelman, N.M., McKerchar, P.M., Tate, T.L., & Dancho, K.A. (2007). Enhancing early communication through infant sign training. Journal of Applied Behavior Analysis, 40, 15-23. • Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5, 6-18.
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