Presentation on theme: "Tele-Intervention: A Model Program of Service Delivery USDB Initial Training Diane D. Behl Marge Edwards Kristi Blaiser."— Presentation transcript:
Tele-Intervention: A Model Program of Service Delivery USDB Initial Training Diane D. Behl Marge Edwards Kristi Blaiser
Goals for today Start with what you already know: Review your questionnaire responses Share benefits/challenges of T-I Provide overview of implementing a T-I session What is a typical T-I routine? What do providers do differently? What do parents do differently? How do you ensure an effective session? Discuss technology to be used Plan for follow-up activities
Diane: Overview & Setting the Stage for TI Marge: Conducting TI sessions Kristi: Evaluating how well TI works & Next Steps for T/TA
What is Tele-Intervention? (ASHA uses telepractice) Providing services via telecommunications technology Involves live audio and video
NCHAM is working with numerous programs for D/HH using T-I Collaboration with programs in CO, OK, WA, WI, UT (2) Each serving 2-15 families Mix of technologies: Tandberg, Sony, Polycom, Skype, SiteSpeed, Videophones Develop resources to share with the field Gain new knowledge, resources, colleagues
What are the Benefits of T-I over Traditional HVs? Bring specialized services to rural areas T-I lends itself to coaching model Fewer cancellations Facilitate live teaming Can use ear bud or texted prompts Record sessions for sharing with providers, other family members Self-evaluate with recorded sessions Preservice & inservice training
Limitations Access to a high-quality internet connection is needed. Families need to feel open to working with technology. A quiet space in the home is needed. Providers need technology skills, intervention skills, and multi-task well!
A Skills Checklist for T-I Providers Basic knowledge of computers, equipment used Offers suggestions on trouble-shooting video/audio Organizes materials for activities ahead of time based on naturally occurring routines Conducts activities that involve materials and actions that are easily depicted over video/audio Has a variety of activities planned in case some are not successful Can adjust activities based on immediate interests of child/family Demonstrates good coaching of caregivers Can attend to the technology aspects while conducting session
A Skills Checklist for T-I Families Basic comfort level with computers and a willingness to learn new technologies. Identifies activities, strategies, learning opportunities, and practices that will enhance their childs learning and communication development Demonstrates strategies modeled and/or discussed during the session Makes decisions regarding which strategies and activities work best for their child/family Reflects on the T-I sessions, repeating what works and revising what doesnt work.
Technology Considerations Providers will be using existing computers Families will be using PC laptops w/ built-in cameras DSL/Broadband connection with at least 2.0 Mbps
Work w/ IT support to identify: 1. What type of internet connection does the family currently use: __ Dial –up __ DSL __ Cable Modem __ Satellite __ 3G Cellular __ Fiber Optic __ Other 2. On a computer in the household, open a web browser and go to http://www.bandwidthplace.com and run a Bandwidth Speed Test. http://www.bandwidthplace.com Maximum Download Rate ____ Maximum Upload Rate ___ 3. If needed, what other internet upgrades/services are available for their area?
Bandwidth is the KEY Technological Issue All technology systems, regardless of cost, are effected by bandwidth Bandwidth is an issue in all geographical locations (urban and rural) Bandwidth is traffic dependent Traffic is dependent on time of day, weather, location Bandwidth is increasing dramatically nation-wide, but so is traffic (thanks, Netflix and youtube!)
Preparing for a Tele- Intervention Session Checklist ….Refer to handout
Family EI Tele- Intervention Sessions: Marge 14
Parent Role and required! Active parent participation is key and required! Parents identify activities, strategies, learning opportunities, and practices that will enhance their childs learning and communication development Parents are able to demonstrate strategies modeled and/or discussed during the session Parents can decide which strategies and activities work best for their child/family Parent reflection on activities improves overall child participation
Practitioner Role (SLP/Teacher/EI) Primary person/coach – using current evidence-based practices to facilitate listening and spoken language Focus of Intervention Identify activities, learning opportunities, and current practices with the parents Demonstrate and model practices discussed Discuss which strategies/activities work well and discuss what we might want to do differently
Sharing Knowledge and Skills with Families Fluent implementation (based on knowledge and experience) Teach parents to do the intervention By focusing on their childrens needs and creating support for the childrens development, we place parents learning of new skills in the context of their goals for their children and families. Manage the parent teaching process (Adapted from Kaiser & Hancock, 2003) 17
Family EI Sessions Areas typically covered: Audiological Management Communication Auditory Learning Language Development Speech Development Development of Inner Discipline/Behavior Management Cognition/Pre-Academic skills/Pre-Literacy 18
Would Families Choose T-I over Traditional HVs? Yes, definitely! Predictable format, schedule, materials More control of family routine: Gives us our lives back… Child stranger anxiety not a problem Can hold sessions when child/family member has minor illness Recordings allow other family members to be involved Can involve other providers (i.e., audiologists)
Family Recommendations for Organizing Sessions Dedicated equipment and room w/door Tech support person for training in home Send materials, lesson plans ahead of time Involve children in preparing for session Let child interest direct activities Reinforce parents frequently, specifically Have recordings uploaded quickly for others to view
Getting Started Know the childs current audiological status Know the childs current level of communication performance Know the childs goals Determine the parents goals/intended outcome Assess parents comfort level with audiological and language facilitation strategies (Comfort Levels Checklist) Run a test session
Lesson Plans and Materials Prepare a lesson plan that clearly outlines childs goals and session targets Listening Receptive Language Expressive Language Cognition and conceptual development Plan and prepare materials packet to mail to family prior to the session When appropriate and possible, have duplicate materials Have the family compile materials at home Materials may be used for multiple sessions ALLOW FOR ADDITIONAL PREP TIME!
Preparing for the Session Email/call the family the day before to assure materials are ready Assure that the parent has the room ready Clarify if the child should be in high chair. 15 minutes before the session reviewPreparing for TI Session Checklist Prepare your environment Prepare your equipment and Connection
T-I Session Routine Discussion of goals from the previous week Update on new communication milestones, new behaviors, sounds, words that have emerged Review of goals for current session Demonstration of new or ongoing strategies, techniques with appropriate activities Coaching the parent as he/she performs the activity
T-I Session Routine Discussion of continuation of goals or selection of new goals based on present performance Discussion of integration of goals into the daily routines of the home Summarizing of the session and goals for the coming week Allowing questions from the parents about next steps, goals, short- and long-term outcomes
Conducting the Session Record the session Allow 1-2 sec. time lag in audio Pre-brief with the parent Audio and visual connection is OK? Discuss aid hearing device issues Review previous weeks goals & childs progress over the week Discuss goals for current session
Conducting the session (cont) Explain how you will model the activity and then expect parent to take over Clearly communicate to the parent the goal of each activity Hand the activity over to the parent Provide feedback at strategic times or when the activity has been completed Always provide positive feedback
Conducting the session (cont) Session review: Review the session goals Make recommendations for parent follow-up Schedule next session Discuss problems with connection/audio/visual transmission Assure that you are no longer logged on to connection!!!
Conducting the session (cont) Session Follow-up Email/mail the following: Summary of session recommendations Parent support/coaching information Any new materials Date of next session
Provider Perspective: Logistics High-quality microphone – at both sites Use of a document camera – to show smaller toys, books Planning therapy sessions – requires more time, logistics due to a pure coaching model Gathering of toys/activities and communicating in advance with the family Bigger toys! Sending activities to the family to have
Provider Perspectives: Outcomes Children are acquiring communication milestones that approximate or are equal to their hearing peers Families/parents are more confident in their own ability to facilitate listening and spoken language goals Fewer cancelled sessions and more overall intervention being provided over time
Family Perspective: What are the Benefits of T-I? Stronger parent knowledge of language development process Increased skills and confidence in promoting childs language, listening Increased child responsiveness to parent Enhanced child language development, listening skills Increased skills of family members as coaches themselves
…But can we prove that TI is effective? Is TI cost –effective in terms of child progress, family knowledge/skill development? How much acoustic and visual clarity needed? Can you emotionally connect & provide support to families? Does TI work for various interventions? Are some parents/children a better fit? Are some interveners a better fit?
How can we measure effectiveness? Service delivery outcomes Family outcomes Child outcomes
New technology/New process Want to ensure that we are tracking progress Variety of surveys, videos, assessments Review with providers questions, thoughts, comments, concerns Consent form: Discussion
Tracking success/challenges Contact logs: Does TI result in more completed visits? Technology surveys: What type of technology background is needed from providers/families?
Child outcomes MacArthur Bates Communication Development Inventory (CDI): 6 months Preschool Language Scale: 6 months Auditory Skills Checklist: 6 months
Family outcomes Auditory Verbal Comfort Checklist: Every month: SPISE (Scale of Parental Involvement and Self-Efficacy): 6 months
Provider feedback Meeting/Check-in: 1/month to review As needed if questions/concerns