# 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 ## Webinar Tips **1** Close any applications that use bandwidth or resources on your device To submit a question, click “Questions” in the webinar panel and type in your **2** question To minimize the webinar panel, click the orange arrow in the upper left of the **3** panel If you experience audio issues, you can switch to “Phone Call” in the “Audio” **4** section of the webinar panel and use the dial-in information provided --- # Book Giveaway We’re giving away 3 FREE copies of ## Routines-Based Early Intervention ### Supporting Young Children and ### their Families Three attendees will be selected at random and emailed after the webinar. Submit your questions to increase your chances! # Webinar Survey ## At the end of the webinar, you’ll be ## prompted to complete a short survey Let us know what you thought and you could win a free book! --- # Certificates ### Certificates of attendance are available for all ### webinar viewers. Information will be provided at the end of the webinar. # Outline - Assumptions - Challenges - Practices - Principles - Situations - Conclusions and Questions --- # 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! --- # 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 - Making virtual visits ## Assessing Needs - Engagement - Independence - Social Relationships ![Image45] # 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 ![Image45] - 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 ![Image45] R. A. McWilliam 2014 --- # 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, dinner) 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? --- # Making Virtual Visits ## Routines-Based Home Visits - Agenda - Develop strategies - Focus of visit - Plan for next visit - Review interventions - Child demonstration - Caregiver demonstration --- # Family Consultation ## How we work with families is highly important! --- # Caregiver-Mediated Intervention Sequence of supports Profes- Care- sional giver Child Use family consultation Use incidental teaching Child learns to be engaged, independent, and social --- # 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 --- # Hoosiers Rule for Family Consultation ### “How many times we gonna pass the ball before we shoot?” # “Four!” --- ### “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 - Once they see persistent caring… - You need to get on THEIR page - 10%: Families don’t know why you’re involved - Let them go --- # 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 --- # 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**](https://bpub.fyi/Class-to-Zoom-Cert**) --- # Thank You!