6/3/20

LET'S TALK TO PARENTS:

STRATEGIES FOR REMOTE

PA RE N T CO U N S E L IN G A N D

TRAINING
Dr. Rhea Paul, PH.D., CCC-SLP Prof. and Chair, Department of Communication Disorders, Sacred Heart University

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LET'S TALK TO PARENTS:

STRATEGIES FOR REMOTE

PA RE N T CO U N S E L IN G A N D

TRAINING

Dr. Rhea Paul, PH.D., CCC-SLP
Prof. and Chair, Department of Communication Disorders, Sacred Heart University

Disclosure:

• Nonfinancial — None
• Financial — Author for Elsevier, Brookes, Wiley, Plural, Pro-Ed Publishers and receives royalty payments.

LEARNING OBJECTIVES

• Name four strategies for parent counseling.
• Discuss characteristics of adult learners for use in guiding parents to carry over language activities in the home.
• Discuss the role of parent counseling with the work of the SLP.
• Name three evidence-based adult learning strategies.

“SLPs and AuDs need to incorporate both counseling and teaching in our clinical interactions.”

• From an early childhood session:
  • “Do you ever play with him?”
• From a parent of a 9-year-old struggling with reading:
  • “What book does he like the best?"

EXAMPLES OF OPEN AND CLOSED QUESTIONS

• “What book does he like the best?"

• To a client: “How did you have that fluent conversation with your friend?”
• To a parent: “That’s a great idea, how did you think of that?”

EXAMPLES OF SOLUTION-FOCUSED QUESTIONS

ANDRAGOGY (KNOWLES, 2014)

Teaching Strategies for Adult Learners

• Scaffold: Acknowledge parents’ life experience and prior knowledge.
• Introduce resources and skills that learners are likely to know or have already done.
• Provide opportunities for peer-to-peer learning, parent-parent discussions, whenever possible (online).
• Exchange experiences with others while connecting them to new learning.

EVIDENCE-BASED STRATEGIES FOR ANDRAGOGY (MCCALL, PADRON, & ANDREWS, 2018)

COUNSELING AND TRAINING AT A DISTANCE

• Alternate direct service (1/week) with parent-delivered telehealth Tx 1x/week effective with ASD (Baharav & Reiser, 2010).
• Video conferencing combined with online instruction to support parental learning and improve child behaviors was somewhat effective with ASD (Vismara et al., 2013).
• Parent training led to improvement when child book-reading; parent—child conversations; and parent—child writing to improve children’s language and literacy in language delay (Reese et al., 2010).
• Effective procedures include: (a) verbal instruction and/or instruction manuals, (b) in vivo practice, (c) role-playing, (d) modeling by trainer, and (e) reviewing videos of intervention sessions (Lang et al., 2009).

PARENT TRAINING: SUMMARY

• Collateral behaviors, such as maladaptive behavior, joint attention, and imitation seem to respond to parent-delivered intervention in children with ASD.
• For non-autistic, more general language and intellectual delays, focus on child book-reading; parent—child conversations around specific topics and vocabulary; and parent—child writing.
• For all, teach specific skills rather than general stimulation.

Let’s Talk: Navigating Social Communicative Supports for your Young Child with ASD by R. Paul & D. Fahmi
Loving Lindsay by L. Atwell
Parent-to-Parent Handbook by B. Santelli et al.

PARENT RESOURCES

• Podcast: Let’s Talk about Super Special Kids and Cake
• Podcast: Parenting Special Needs
• Blog:
  https://www.friendshipcircle.org
• Websites:
  https://www.parentcenterhub.org
  https://www.cec.sped.org
  http://www.familyvoices.org
  https://fcsn.org

6/3/20

REFERENCES

Andrews, D. (in press). Counseling and clinical communication. In Paul, R., & Simmons, E.S. Introduction to Clinical Methods in Communication Disorders (4th ed.). Paul H Brookes Publishing.
Baharav, E., & Raiser, C. (2010). Using telepractice in parent training in early autism. Telemedicine and E-Health, 16, 727 –731.
Knowles, M. (2014). The Adult Learner: The definitive classic in adult education and human resource development (8th edition). N. Y. Routledge.
Lang, R., Machalicek, W., Rispoli, M., & Regester, A. (2009). Training parents to implement communication interventions for children with autism spectrum disorders (ASD). Evidence-Based Communication Assessment and Intervention, 3(3), 174–190.
Luterman, D. (2018). The Counseling Relationship. The ASHA Leader.
Reese, E., Sparks, A., & Leyva, D. (2010). A Review of parent interventions for preschool children’s language and emergent literacy. Journal of Early Childhood Literacy, 10(1), 97–117.
Vismara, L. A., McCormick, C., Young, G. S., Nadhan, A., & Monlux, K. (2013). Preliminary Findings of a Telehealth Approach to Parent Training in Autism. Journal of Autism and Developmental Disorders, 43(12), 2953–2969.

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6/3/20

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