11/4/2020

How to Support Families, Virtually, When You Are Usually

a Classroom Teacher

Robin McWilliam The University of Alabama Cami Stevenson Multnomah Early Childhood Program, Portland, OR

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11/4/2020

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Routines-Based Early Intervention

Supporting Young Children and

their Families

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11/4/2020

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Outline

• Assumptions • Challenges
• Practices • Principles
• Situations • Conclusions and Questions

11/4/2020

Our Target Audience

• The classroom teacher of a child with disabilities • Limited contact with families
• Expected to check in with families But this works for anyone working with families

virtually!

Our Assumptions About Virtual Support

• Futility of teaching young children, especially with disabilities, online
• Their engagement duration is too short • Learning happens best with children’s manipulation of objects and movement • Children following directions online is a joke But you can support families online!

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A simple concept: Learning opportunities

Challenges

• Your background is in teaching children, not working with families
• Children aren’t coming to you: You’re “going to” families
• Children aren’t in classroom routines; they’re in home routines

Practices

• Assessing needs

• Determining priorities/outcomes/goals • Making virtual visits

Assessing Needs

• Engagement

• Independence

• Social Relationships

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Definition of Engagement

• The amount of time • A child spends interacting
• With adults, peers, or materials
• In a developmentally and contextually appropriate manner
• At different levels of competence

3 Kinds of Goals

• Child goals • Child-related family goals
• Family-level goals

Participation-Based Goals

• Dolores will participate in breakfast, play time, and dressing time by naming colors correctly. • We will know she can do this when she correctly names the color of three differently colored objects at breakfast, one play time, and dressing time in 1 day for 4 consecutive days.

See Steps to Build a Functional Child Outcome and following pages, in binder

More Examples

• Rose will participate in car ride home, circle, and centers by using 2-word combinations. We will know when she uses three true 2-word combinations (i.e., combining two ideas, such as noun + verb) during each of these 3 times of day on 5 consecutive days. • Sam will participate in going to school, going to the

R. A. McWilliam 2014

11/4/2020

Acquisition Criterion

Frequency Duration

Distance Volume

Paula’s Goals

1. Use 2-word phrases
2. Participating with family (cooking, playing, eating)
3. Make choices (dressing, and water running meals)
4. Henry keep hands and feet under control (breakfast,
5. Family conversation at dinner
6. H sit down at dinner
7. Asking questions—car ride (dressing, car, going out, dinner)
8. Fam play time together (free time—all 5 or 6 of you)
9. No freak out with poop smell
10. Brush teeth
11. Go to potty by himself
12. Find out what’s going on with H?

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Making Virtual Visits

Routines-Based Home Visits

• Agenda • Develop strategies • Focus of visit • Plan for next visit
• Review interventions
• Child demonstration • Caregiver demonstration

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Family Consultation

How we work with families is highly important!

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Caregiver-Mediated Intervention

Sequence of supports

Profes-Care- sional giver Child

Use family Use incidental Child learns to consultation teaching be engaged, independent, and social LOGO

Family Consultation

• Pro gets contextual information from caregivers

• Pro makes suggestion

• Pro gives information to caregivers

• Caregivers determine whether they understand

• Demonstration by professional optional

• Parents assess likelihood of success

• Parents assess feasibility

• Written down on NSF

• NSF or matrix to determine next topic (goal)

Expert vs. Collaborative Consultation

Expert • Comes with agenda

• Needs to interact with child for the truth

Collaborative • Family sets agenda

• Gets authentic info from families

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Hoosiers Rule for Family Consultation

“How many times we gonna pass the ball before we shoot?”

“Four!”

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“How many questions we gonna ask before we make a suggestion?”

“Four!”

Principles

• All the intervention occurs between visits • The two-bucket principle
• Who’s child is it? • The purpose is to build family capacity
• Collaborative versus expert consultation • We have an ethical obligation to provide information

Assumptions About Families

To avoid

• Families are overwhelmed

• Families need our guidance

• Families don’t know how to teach – kids learn from their parents whether we want them to or not

To embrace

• Families are competent adults

• Families are the decision makers

• Families teach their children

Situations

• 80%: Families welcome help

• 10%: Families have other priorities

• 10%: Families don’t know why you’re involved

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Types of support

•Emotional Support •Material Support

•Informational Support

Conclusions and Questions

• Come back to our principles
• All the intervention occurs between visits • The two-bucket principle
• Who’s child is it? • The purpose is to build family capacity
• Collaborative versus expert consultation

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Questions?

Certificates

Certificates of attendance are available for download from the “Handouts” section of the webinar panel and from the URL below:

**https://bpub.fyi/Class-to-Zoom-Cert**

11/4/2020

Webinar Survey

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prompted to complete a short survey

Let us know what you thought and you could win a free book!

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11/4/2020

Thank You!