naeyc coaching parents in early intervention...

1/12/11

1

Coaching Parents & Caregivers in Early Intervention

Michelle Gatmaitan & Nancy Ely NAEYC Learning Galleria, November 5, 2010, Anaheim, CA

Agenda

Gatmaitan, M., & Ely, N. (2010) 2

 Introductions/Icebreaker  Presentation & Discussion  Case Scenario & Discussion

What do you think of when you hear the word “COACH”?


1/12/11

2




1/12/11

3

Adults as Learners


 Approximately 50% is retained.

  40-80% may be forgotten immediately.

 Of the 50% recalled, approximately half is remembered wrong

(Domoracki & Halter, 2006)   What are the implications of these findings

for how we interact with and support caregivers in early intervention?

Gatmaitan,M.,&Ely,N.(2010)8

TeachOthersand/orImmediateUseofLearning95%

PracticewithFeedback75%

DiscussionGroup50%

Demonstration30%

AudioVisual20%

Reading10%

Listening5%

Awareness

Level

Knowledge Level

Skill Development

Dale’s Cone of Learning

(Dale, 1969)

Coaching

Gatmaitan, M., & Ely, N. (2010)9

 An adult learning strategy that is used to:  build the capacity of a parent or

colleague   to improve existing abilities,  develop new skills, and  gain a deeper understanding of his or

her practices   for use in current and future

situations” (Rush & Shelden, 2008, p. 1)

1/12/11

4

Who can use coaching?


 Early childhood educators/ Early Intervention providers

 Therapists (speech, OT, PT)  Home visitors  Service coordinators

Gatmaitan, M., & Ely, N. (2010) 11 (Jung,2003)


1/12/11

5


Parents/caregivers may feel that the early intervention process is a tough

ladder to climb.

Coaching in Early Intervention


 A type of helpgiving practice within a capacity-building model to support people in using existing abilities and developing new skills

(Dunst & Trivette, 1996, Dunst, Trivette, & LaPointe, 1992; Rappaport, 1981; Trivette & Dunst, 1998)

Role of the Early Intervention Coach


1/12/11

6

Role of the early intervention coach


 To provide a supportive and encouraging environment

 To jointly reflect with the learner on current practices

 To help the learner apply new skills and competencies with feedback

 To jointly problem-solve challenging situations

Goals of Coaching


•  Capacity building •  Sustained performance

Outcomes of Coaching


Collaboration for

Capacity-Building

Sustained Performance

Caregiver competence & confidence

1/12/11

7

Outcomes of Coaching

Promoting parent/caregiver engagement

Increasing child engagement

Increasing successful participation in everyday routines and activities


Common Misperceptions About Coaching

(Rush & Shelden, 2008)


Coaching and Adult Learning


1/12/11

8

Coaching and Adult Learning


(Bransford et al., 2000)

Knowledge

•  Start with what the person already knows •  Build upon existing knowledge/skills

Application

•  Learner applies new information and strategies in meaningful contexts

Evaluation

•  Evaluate effectiveness •  Generate alternatives

The Coaching Process Joint

Planning/ Initiation

Observation

Action/ Practice

Feedback

Reflection


(Hanft, Rush, & Shelden, 2004)

Coaching Video Watch a short video clip of a parent

and an early intervention professional in a coaching interaction.


1/12/11

9

The Coaching Process


 Think about a child or family with whom you are working.

 Think about an outcome that the family desires for this child.

 As we go through the process of coaching in the next slides, reflect on how you might go through the different stages with the parent or caregiver to support him or her in meeting the desired outcome.

Example


 Anne expressed a concern about her son Tim, age 2.

 Anne would like Tim to be able to express his wants and needs to her and other family members especially at meal time.

  She would also like to be able to take Tim back into the house after playing in the yard or in the neighborhood park with less frustration, as he throws a tantrum when it is time to come back inside.

Example


  Below are her 2 desired outcomes:   Tim will express his wants and needs at meal

time by using a word, a word imitation and/or a hand sign to request more of a preferred food from his mom, dad, or older sister.

  Tim will be able to walk with his mom, dad, or older sister back into the house after playing outside when it is time to go.

1/12/11

10

The Coaching Process


 Refer to the CASEtools Framework for Reflective Questioning (Rush, Shelden, & Raab, 2008).

 Available online at: www.fippcase.org/casetools/

casetool_vol4_no1.pdf (see chart on page 7 for examples of reflective

questioning)

Why use coaching in early intervention?


 Relate the coaching process to the concepts of  natural environments  everyday learning opportunities  the transdisciplinary team model

What would the coaching process look like in your classroom/work setting?


  If you are currently working with a team or group in your work or school setting, brainstorm on the possibilities.

  Try a simulation exercise. You might use sample IFSP outcomes of children/families with whom you are working. Find a target outcome and role play the coaching process with your team members.

  OR, you may also refer to the example of Anne and Tim referenced in the discussion of the coaching process.

1/12/11

11

Discussion Questions

  How does the coaching model support the mandate for early intervention in natural environments?

  In a coaching model, do we expect parents to be therapists or interventionists? Can one argue against coaching with the premise that parents should be "just parents"?

  What are some challenges/barriers to using the coaching process in your work or within your discipline?

  Do you have any coaching "success stories"?


References


  Bransford, J.D., Brown, A.L., Cocking, R.R., Donovan, M.S., & Pellegrino, J.W. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

  Bruder, M.B., & Dunst, C.J. (1999). Expanding learning opportunities for infants and toddlers in natural environments: A chance to reconceptualize early intervention. Zero To Three, 20(3), 34-36.

  Campbell, S. (1997). Therapy programs for children that last a lifetime. Physical and Occupational Therapy in Pediatrics, 7, 1-15.

  Dale, E. (1969). Audio-visual methods in teaching. New York: The Dryden Press; Holt, Rinehart, and Winston.

  Domoracki, S., & Halter, K. (2006). Two Ohio programs: Providing support to families. Available online at http://www.infanthearing.org/meeting/ehdi2006/presentations/DomorackiS_EHDI2006.ppt

References


  Doyle, J.S. (1999). The business coach: A game plan for the new work environment. New York, NY: Wiley and Sons.

  Dunst, C.J., Herter, S., & Shields, H. (2000). Interest-based natural learning opportunities. In S. Sandall & M. Ostrosky (Eds.), Young Exceptional Children Monograph Series No. 2 (pp. 37-48). Denver, CO: Division for Early Childhood of the Council for Exceptional Children.

  Dunst, C.J., & Trivette, C.M. (1996). Empowerment, effective helpgiving practices and family-centered care. Pediatric Nursing, 22, 334-337, 343.

  Dunst, C.J., Trivette, C.M., & LaPointe, N. (1992). Toward clarification of the meaning and key elements of empowerment. Family Science Review, 5, 111-130.

  Flaherty, J. (1999). Coaching: Evoking excellence in others. Boston, MA.: Butterworth-Heinemann.

  Garmston, R. (2005) Presenter's fieldbook: A practical guide . Norwood, MA:Christopher-Gordon Publishers, Inc.

1/12/11

12

References

Gatmaitan, M., & Ely, N. (2010)

  Hanft, B.E., & Pilkington, K. O. (2000). Therapy in natural environments: The means or end goal for early intervention? Infants and Young Children, 12(4), 1-13.

  Hanft, B.E., Rush, D.D., & Shelden, M.L. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Brookes.

  Kinlaw, D.C. (1999). Coaching for commitment: Interpersonal strategies for obtaining superior performance from individuals and teams. San Francisco, CA: Jossey-Bass/Pfeiffer.

  Rappaport, J. (1981). In praise of paradox: A social policy of empowerment over prevention. American Journal of Community Psychology, 9, 1-25.

  Rush , D,D., & Shelden, M.L. (2008). Common misperceptions about coaching in early intervention. CASEinPoint, 4(1), 1-4.

  Trivette, C.M. & Dunst, C.J. (1998, December). Family-centered helpgiving practices. Paper presented at the 14 th Annual Division of Early Childhood International Conference on Children with Special Needs, Chicago, Illinois.

34

“A teacher is one who makes himself or [herself] progressively

unnecessary.” - Thomas Carruthers


Contact Information


  Michelle Gatmaitan, M.Ed. Doctoral Student Early Childhood Intervention Services (ECIS) Kent State University, Kent, OH [email protected]

  Nancy Ely Doctoral Student Early Childhood Intervention Services (ECIS) Kent State University, Kent, OH [email protected]

naeyc coaching parents in early intervention...

Documents