ECSE 542 Family/Profession al Partnerships Week 8 Collaborating with Families – Principles of Adult Learning Natural Environments Routines-based Interventions

Adult Learning Principles Remember these five key adult learning principles when you’re partnering with parents and other caregivers!

Adult Learning Principles Adults learn best when what is being learned is immediately relevant and useful to them. Lisa asks for ideas for how to entertain Ben while she makes dinner. She and Dana, the OT, practice activities with Ben in the kitchen that encourage his development and keep him busy.

Adult Learning Principles Adults learn best when new knowledge is built on prior knowledge. Rather than putting Dylan in her own lap, Kayla, the educator, watches as Matt shows her what he knows about how to hold his son to provide trunk support while they play. Matt wants Dylan to activate the toy, so Kayla helps Matt support Dylan around his elbows so he can reach the buttons on the toy.

Adult Learning Principles Adults learn best through actively participating and practicing what they are learning. Crystal’s mother, Gina helps her daughter play on the family’s iPad to practice eye-hand coordination with support from the speech-language pathologist.

Adult Learning Principles Adults learn and remember when what they are learning is practiced in context and in real time The PT joins Denaye and her daughter, Katie, in the backyard to practice strategies that challenge Katie’s balance and coordination during the family’s favorite ball game.

Adult Learning Principles Adults learn and remember best when they receive feedback and reflect on their learning and performance. Justin, the OT, coaches Lisa in how to hold the shoe so that Ben can help with getting ready to go outside to play.

Family Focused Learning In Routines & Natural Environments

Planning process Learning about routines & everyday environments Understanding resources, priorities & concerns Identifying outcomes Using family learning opportunities that build on interests & abilities Making specific plans that work across multiple activities & settings Checking to see what’s working, what needs tweaking

Practice with a personal example about health promotion coaching Focus: health promotion (exercise, diet, etc.) Teams of 2 (one with a health goal, one as coach) Typical routines & environments Resources, priorities, & concerns Identify outcome Build on interests & abilities (strengths) Make specific plans that work across routine & environments

Debrief & Reflect Comfort/discomfort in roles Value of asking good questions Focus on what we enjoy, do naturally, want to change Using our resources, typical routines, everyday activities Becoming an effective coach

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NATURAL ENVIRONMENTS Natural Environment” is not just about place. It’s also about when and how services are provided.

Providing services in natural environments for children with special needs means… providing early intervention in settings where the child and family normally spend their time or would spend their time if the child did not have a disability or developmental delay. determining service settings that are right for each child and that reflect each child and family’s resources, concerns, and priorities. collaborating with other adults to achieve a mutual exchange of skills and information among parents, providers, and others to enhance the child’s development.

Providing services in natural environments for children with special needs means… using community resources as opportunities for the child’s learning and activities such as local parks, recreation programs, sports events, public libraries, bookmobiles, stores, friends’ or relatives’ homes, child care programs, churches and other places of worship, restaurants, playgrounds, nature trails, museums, and community events.

Providing services in natural environments for children with special needs means… identifying ways to weave early intervention strategies and services into the context of each child and family’s routines and activities. focusing on functional outcomes within each family’s daily routines in order to promote each child’s acquisition of independent skills. using familiar materials naturally available in the home and community.

NATURAL ENVIRONMENTS  any authentic physical and social situation (grouping, setting, activity, event, routine) in which children and families generally find themselves  developmentally and chronologically suited to the child  planned specifically for individual children, and therefore, one that meets the unique needs of children and families