Presentation on theme: "Tools for Talking: A Collaborative Approach to Parent Training for Promoting Language Development in Infants and Toddlers Kittie Butcher, MSU Extension,"— Presentation transcript:
1 Tools for Talking: A Collaborative Approach to Parent Training for Promoting Language Development in Infants and ToddlersKittie Butcher, MSU Extension, Clinton CountyKatie Strong, MSU, Communication Sciences and Disorders
2 Outcomes of today’s presentation Identify roles of speech-language pathologist, parent educators, and other team members in training parents on language promotion strategiesIdentify available tools for establishing program on promoting language developmentUnderstand the value of collaborating with university level students, early childhood partners, and parent leaders in the training process to promote an interactive team in support of children’s outcomes
3 Traditional Model of Training of Students in Speech-Language Pathology Conflicts with Early Intervention Philosophy and ExpectationsTraditional Medical ModelFamily Centered PracticeBruder & Dunst (2005)Disorder focusedClinical setting preferredClinician driven therapyTreatment directly focused on ‘patient’ or ‘client’Skill set is kept within specialist and shared only with ‘patient’ or ‘client’Focus on family supportNatural environmentsCross disciplinary models of service deliveryService coordinationDevelopment of IFSPs
4 Role of SLP in Early Intervention (ASHA 2008) Impact of IDEA Part CBroader focus on children's successful participation in the activities and routines that they engage in at home and in community settingsSLP in variety of rolesDirect service provider, consultant, service coordinator, resource locator, advocate, insurance liaison, administrator, policy makerFederal mandates and general practice patterns support the goal of enhancing developmental outcomes for the targeted population of infants and toddlers.Practices featuring family-centered, culturally sensitive, developmentally appropriate, and collaborative components have been deemed desirableThere is no one model or precise set of therapeutic approaches that can guide all early intervention services.
5 Guiding principles for services to infants and toddlers with disabilities (ASHA 2008) Family centered and culturally and linguistically responsiveDevelopmentally supportive and promote children's participation in their natural environmentsComprehensive, coordinated, and team basedBased on the highest quality evidence available
6 WKAR Talaris Training materials Food Parenting Counts GrantSupports from GrantEarly Head Start, MSU Extension, Clinton and Eaton Counties & Eaton County Early Childhood ConnectionsGoal - present parent training to families enrolled in programsExploringCommunicationStressEmotion Coaching“Train the trainer" format to expand outreach effortsTraining materialsVideosHandoutsWebsiteResearch SpotlightsFoodBook for each family to practice with at training and then take home
7 Functions of the SLP in Infant/Toddler and Family Services (ASHA 2008) The SLP is qualified to provide services toFamilies and their children who are at risk for developing, or who already demonstrate, delays or disabilities in language- related play and symbolic behaviors, communication, language, speech, and/or swallowing and feeding.In providing these services, the SLP may participate in the following primary functionsPreventionScreeningEvaluation and assessmentPlanning, implementing, and monitoring interventionConsultation with and education for team members, including families and other professionalsService coordinationTransition planningAdvocacyAdvancing the knowledge base in early intervention.
8 Strategies for supporting and enhancing early child communication (ASHA 2008) Directive Interaction StrategiesResponsive Interaction StrategiesAdult structures interactions by selecting ways to elicit a particular communicative act, expecting and supporting the child in the interaction to gain the desired response and often providing a tangible reward for correct performance.Encourage the child's engagement and interaction, to provide opportunities for child- initiated behavior, and for reciprocity and balanced turn taking with communication partners.
9 One size does not fit all Strategies for supporting and enhancing early child communication (ASHA 2008)One size does not fit allContinuum of service delivery models may include combinations of clinician-delivered and parent- implemented interventions that are individually designed in conjunction with the family for their infant/toddler.In some instances, it may be determined that the best approach is for the SLP to provide services directly to the child in a one-on-one formatWith others, it may be best for the SLP to teach caregivers and/or other team members providing direct services to implement communication and language-enhancing strategiesIn yet other cases a combination of these two approaches may be warranted.Irrespective of the approach, however, it is essential that the SLP and family collaboratively determine what is best given the child's needs and family priorities.
10 Collaborative partnership with the family and other team members (ASHA 2008) EngagesImplementsJoinsEmbedsConsultsMonitorsThe SLP selects among the available approaches and strategies, provides direct implementation of intervention, shares information and resources, offers information to family members to enhance informed decision making, and implements practices that enhance family confidence and competence.
12 Goals of Talk Tools Workshop Parent Participants Increase knowledge and value of daily interactions with their child and the impact on language development; language is a turn taking activity that can be embedded in daily routines.Increase understanding of expressive language and receptive language skills.Practice language support tools modeled by video clips and hands-on activities with feedback from language coaches.
13 Goals of Talk Tools Workshop Student Participants Expanding experience in sharing information in language interventionLearning to value of partnering with parents and increasing comfort level with parentsUsing parent as a partner model in speech interventionIncreasing knowledge and skills in language interventionDeveloping value for collaboration with interdisciplinary providersBegin exposure to service delivery that differs from traditional medical modelLooking for where language can fit into daily tasks, developing props for parents to practice these skills
14 Selection of Language Coaches Student volunteers from MSU CSD473 Childhood Phonological Disorders Class1 Student Leader - Honors OptionAssisted in organization of materials, pre-workshop trainings, communication with other Language Coaches, wrap-up session6 additional students1-2nd year MA student3-1st year MA students2-Undergradaute seniors
15 Language Coach Training Initial 60-minute trainingSecond 60-minute trainingReview of language development for 2-3 year oldsProvide additional reading resourcesTalaris materialsASHA supplementsPracticed modeling language for outputBrainstormed on ideas for activities to use during Talk Tools trainingHomeworkReading materialDeveloping scenarios and equipment for hands on practice with parentsDiscussion and Q/A onWhat types of children may attendDisordersWhat intervention already doneAssembled practice kits for hands on activities with parentsPracticed with at least 2 different kitsLanguage modeling strategiesProviding feedback to parentsExplaining concepts to parents
16 Strategies Taught for Modeling Language RepetitionExaggerated PhrasingSlow RateAnticipatory PausesExpanding LanguageLabeling actions & objects
17 Now… It’s your turn to get in the kitchen Share your ideas with someone sitting next to you.Take 5 minutes for this task.List 5 daily activities that you could model with a family you are currently working with.Expand one of the activities on your listWhat materials are needed?What are the target words or sounds?How would this interaction with the parent look?10 minutes
18 Language Activities Car ride Snack time Taking a bath Getting dressed in the morningGetting ready for bedMaking and eating dinnerLaundryGrocery shoppingChanging a diaperWatching sports/tvMcDonaldsReading a bookPlaytimeCleaning
19 Look Who’s Talking – Helpful Parenting Tips (Talaris 2008) Talk to your little one early, & talk to her often. Get up close so she can see how your lips move. Babies are wonderful copycats.Use “parentese." It’s a way of drawing out your vowels and changing the tone of your voice from high to low, like “hello baaaabeeeee!”Don’t be afraid to repeat yourself, over and over again. Favorite songs, nursery rhymes, and the words to favorite books give children lots of practice hearing the sounds of the language.When she babbles, don’t be embarrassed to babble right back. Babies learn early to take turns with you in making sounds. Think of these as conversations!
20 What a Chatterbox! – Helpful Parenting Tips (Talaris 2008) Remember that young children recognize & understand many more words than they can say.Talk to your child often. Point out the cats, balls, & other objects in her life. Talk about what you’re doing throughout the day. Follow her lead and describe the things she points to.As children learn new words, they may not say them quite right at first. Rather than correcting them, help them by repeating the word after they say it, so that they can hear it again.Help build a child’s vocabulary by adding details to the objects and events of the day. For example, if she says “ball” you could add, “Yes, that’s right, it’s a ball. It’s a red ball that bounces.” Use a rich vocabulary when you talk about things.Tired of talking? Try reading. It can be a fun way to be close to your child!
21 Talking on the Go: Everyday Activities to Enhance Speech and Language Development (Dougherty & Paul 2007)Loaded with everyday activities to enhance speech and language development in four major areas:building vocabularylistening and speech productionreading and writing readinessparticipation in conversationsOffers simple and fun suggestions for parents and caregivers to use in a variety of settings. Activities are geared for children from birth through age five.CD included in the book for easy access in printing handouts for parents and caregivers
22 Ongoing Debate… What does evidence say on modeling language (van Kleeck et. al in press) Telegraphic InputGrammatical Input(Susan is/I’m) feeding the baby(The baby is) drinking milk (from the bottle)(This is/Here is) my baby(Mommy) feed(ing) (baby)(Baby) drink(ing) (milk) (from) (bottle)This (is) my babyDad: Bucket (picks up bucket) Child: Bucket Dad: Bury the bucket (digs hole) Daddy’s going to bury the bucket. (buries in sand) Where’s the bucket? Child: Where? Dad: Where? Where’s the bucket?
23 Language Modeling (van Kleeck et. al in press) Bottom Line:Ongoing support from consultants is vital in helping parents shift their skills based on their child’s needs at the time of intervention.Child: Ball Adult: Say, throw the ball. Child: Throw ball. Adult: Okay, I’ll throw the ball. Lexically and relationally simple, but grammatically well-formed utterances that are highly redundant in structure and content, characteristic of 2-year old language production
24 Talk Tools Training Nuts and bolts of planning Participant identificationLanguage delayed children currently in Early OnHome visit recruiting identified by Early On ConsultantInvitations at initial evaluations for Early On eligibilityLanguage delayed children, who at the time were not receiving special education servicesFlyers sent to Head Start, Great Parents Great Start, Community Play GroupsAdvantagesTypical language learners – strategies appropriate for these groupsParents self identified as wanting support for their child’s language developmentDisadvantagesSome parents with children whose needs were more complex that the content of this training (e.g., ASD)36 participants – including student language coaches
25 Agenda for “Tools for Talking” Seminar 2-hour seminar Dinner (not included in 2-hour time frame)Welcome, explanation of grant and community partners (15 minutes)Introduction of presentersInstructions for completion of necessary paperworkIntroduction of parents and student participants, each individual will introduce self and share their (child’s) favorite book or toy.View “Parentese” video clip (30 minutes)Group discussion of videoActivity of using learned strategies with book (provided by grant) for each parent/s to take home with them. MSU students to assist with small group facilitation.View “Parentese” video clip again for further discussionBreak (5 minutes)
26 Agenda for “Tools for Talking” Seminar 2 hour seminar (continued) Transition to application to daily life. (30 minutes)Discussion of balance between “Parentese” - expressive activities and “Keep Talking” – Receptive activities. Practical strategies on how parents can put this into their daily routines with their children. Opportunities for modeling.Information on speech sound development for parents with questions on articulationLanguage modeling activity with MSU students and parents (20 minutes)Model language using props for daily activities (ideas to include: bath time, meals, getting in car seat, getting dressed, folding laundry, putting away groceries)View “Keep Talking” video clip – (30 minutes)Group discussion of videoLanguage expansion activity with props again with MSU students as group facilitators. Emphasizing level of child to engage in participation.View “Keep Talking” video clip again for further discussionConclusion (5 minutes)Final questions?Thank you for attendingCompletion of course evaluation
27 Workshop Participant Feedback What did parents think?What did student “language coaches” think”?
28 What is the most important thing you learned from today’s workshop? “To take sentences (phrases) kids are saying and expand to add one or two words to it.”“That all along I was doing the right thing for my son, and that’s reassuring.”
29 List one thing you will do as a result of this workshop “To be more interactive during regular tasks around the house that will make my child feel more involved.”“Slow down, talk directly to my child, and do not talk over their skill level.”
30 What did you like about the workshop? What would you add? “Being able to communicate with others and connect, share ideas, relate, etc. It’s okay to be a little silly.”“The students working with the parents was very good.”“Having the students help reinforce the ideas being presented was beneficial.”
31 What did you like about the workshop? What would you add? “The center around our relationships with our children.”“The assistance from grad and undergrad students. It was helpful for me to practice out loud to others to see if what I am doing is correct.”
32 “Parents want info - great turn out.” Feedback from colleague who attended workshop in response to “What is the most important think you learned from today’s workshop
33 What did students say? Skills learned ImprovisingJust talking to parentsConfidence boostReinforced that this is for all childrenLiked the 2 trainings – and the recap, just enough information.60-minute wrap up sessionProcess the training
34 Our thoughts on this workshop AdvantagesFuture thoughts and ideasCollaborative effortReinforcement of information on home visits, play groups and home visitsEfficiencyHome visitsConsultation with SLPParent support and networkingIncreased awareness and skills for studentsLanguage coachesParent leadersOther EO staffDay care providersIncreased partnershipsUniversitiesOther training centersCommunity agencies
35 Before you leave…. Thank you for your participation today! Take out your postcard from your white envelope of handoutsWrite your name and address on the labelWrite out a few thoughts on your postcard regardingHow you may use this information in your own settingIdentify potential collaborators
36 References & Resources Apel, K. & Masterson, J.J. (2001). Beyond baby talk. Roseville, CA: Prima Publishing. American Speech-Language-Hearing Association. (2008). Roles and Responsibilities of Speech-Language Pathologists in Early Intervention: Technical Report [Technical Report]. Available from American Speech-Language-Hearing Association (2006). Speech, language, and hearing milestones. DVD Bruder,M.B. & Dunst, C.J. (2005). Personnel preparation in recommended early intervention practices: Degree of emphasis across disciplines. Topics in Early Childhood Special Education, 25(1), Childress, D.C. (2004). Special instruction and natural environments. Infants and Young Children 17(2), Dougherty, D. & Paul, R. (2007). Talking on the go: Everyday activities to enhance speech and language development. American Speech- Language Hearing Association.
37 References & Resources Talaris Institute (2008). Look who’s talking! Babbling babies are learning how to make sounds! Research Spotlight, Parenting Counts. Talaris Institute (2008). Talking to baby: The magical sounds of “parentese” make it the preferred language for babies. Research Spotlight, Parenting Counts. Talaris Institute (2008). What a chatterbox! Learning new words can happen quickly! Research Spotlight, Parenting Counts. Talaris Research Institute (2005). It’s a wabbit! Rhymes and songs help children learn the sounds of words. Research Spotlight. Talaris Research Institute (2005). Look who’s talking: Babbling babies are learning how to use their lips, tongues, mouths and jaws to make sounds before they make words. Research Spotlight. Van Kleeck, A., Schwarz, A.L., Fey, M., Kaiser, A., Miller, J. & Weitzman, E. (in press). Should we use telegraphic or grammatical input with children in the early stages of language development who have language impairment? A meta-analysis of the research and expert opinion. Journal of Speech- Language Pathology.