Using Capacity-Building Practices in Caregiver Coaching ...€¦ · strategies can be used to deal with stress and parenting problems. Using Capacity-Building Practices in Caregiver

Using Capacity-Building Practices in Caregiver Coachingfor Early Intervention

ASHA Online ConferenceBirth to Three: Working Together to Serve Children and Their Families

Using Capacity-Building Practices inCaregiver Coaching for Early Intervention

Juliann Woods, PhD, CCC-SLP

Florida State University

Disclosures

• Financial:• Employed as Associate Dean of Research and Professor at Florida State

University

• Director of Communication and Early Childhood Research and Practice Center(CEC-RAP)

• Developer of Family Guided Routine Based Intervention (FGRBI) described inthis presentation

• Received financial compensation from ASHA for this presentation

• Nonfinancial:• Member of ASHA and DEC



Outcomes

• Review practices you already use and identify additional practices thatpromote collaborative, family-centered, and capacity-buildinginteractions

• Identify strategies to integrate into your current work to enhance family-centered and capacity-building practices

• Use a home-visiting checklist to support integration of practices that arefamily-centered and capacity-building

Foundations of Family Guided RoutinesBased Intervention



Family Guided PracticesEmbrace Diversity and Family Beliefs

Family Guided PracticesGive the Family a Leading Role



Family Guided PracticesPromote Relationships and Participation

What Families Tell UsThat Matters…

• Not just what we do but how we do it

• Relevancy to what they want and need

• Individualization for their child andfamily

• Respect for their beliefs, experiences,and expectations

• Working together as partners



RelationalPractices

Building Family Capacity

ParticipatoryPractices

ParentCompetence and

Confidence

Child Engagementand

Outcomes

(Trivette, Dunst, Hamby, & O’Herin, 2009)

Our Goal is Building Family Capacity

Competence andConfidence• The beliefs that parents develop about

their ability to understand, care for, andenhance the development of their childAND their ability to do it

• Research has shown links betweensense of competence and positiveparenting and engagement

• Competence linked to everyday copingstrategies can be used to deal with stressand parenting problems



We Use Adult Learning Principles

Learning is sequential and situational inauthentic frameworks to facilitate retrieval

Clear, measureable, and value-drivenindicators assessed to ensure consistency ofperformance

Active participation with increasingindependence and ownership is essential

Systematic approach with repetition in a varietyof contexts supports generalization

Establish Relationship Based on SharedUnderstanding

• Listen and learn from the family

• Reciprocal exchange of information

• Connect to priorities & EI IFSP(individualized family service plan)

• Support caregiver as partner inteaching and learning



Identify Routines That Support FamilyCapacity Building• Build on strengths

• Focus on immediate relevance

• Promote caregiver as leader

• Make caregiver-implementedintervention easy enough

• Strengthen caregiver self-efficacy

FGRBI is a project of Florida State UniversityUpdated: 2012

Child’s Name: ________________________________ ________________________________ ____ Date: ___________________________

Family Routine Categories

Play Routines Caregiver RoutinesPlay with objects/constructive

playPretend play Comfort/disability related

routinesDressing related routines

Physical play Social games (roles) Hygiene related routines Food related routines

Pre-academic Literacyand Activities

Community andFamily Routines

Reading with books Songs and rhymes Community and family errands Family chores

Computer, TV, video Writing/drawing Socialization activities Recreation

Embedding includes:

Interventiontarget(s)

Interventioncontext(s)

Interventionstrategies

Opportunities toembed

What targets? Where/When? How/Strategies? How many/often?

Demonstrate What Families Need to KnowAbout Embedding in Routines

Why?



Tyree’s Learning Targets in HandwashingContext

IdentifiedRoutine

Handwashing

Learning Targets

Joint attention; Request water, soap,towel; Wash hands independently; Take

turns vocalizing and imitating actions; Initiateand imitate words

Place

Bathroom

Responsive EBPs:Predictable routine;

Face-to-face; Attention;Interesting activity andObjects; Talking about

what is happening;Repetition; Turn taking;Roles; Follow his lead

Waiting;Sabotage;

Contingentimitation

Handwashing RoutineEBP Intervention Supports & Strategies



Tyree Before Tyree After

SS-OO-PP-RR Coaching Framework

SS – Setting the StageOO – Observation and

Opportunities to EmbedPP – Problem Solving

and PlanningRR – Reflection and

Review

Gathering updates & sharinginformation

•Encouraging family priorities

for session plan

Observe caregiver-childinteraction in routines

•Use coaching strategies

matched to caregiver-child•

Provide general and specificfeedback

Problem solve interventionstrategies

•Expand

opportunities and contexts topractice

Promote caregiver reflectionto identify how it is working

•Review session and plans for

next steps



FGRBI Key Indicators

• Observable, measureable, meaningful,and learnable skills and practices

• Integral to each core value;complementary across values

• Appropriate for all disciplines andgeneric to allow individualization forfamilies and children

• Guide for competency development

• Feasible as a measurement of fidelity ofimplementation

We Engage CaregiversWhen We…

• Exchange information and prioritize - SS

• Coach in everyday routines and activities- OO

• Problem solve and plan- PP

• Reflect and review together- RR

• How and how much we do of each determines if we build relationships,participation, AND leadership capacity in caregivers



Capacity-Building Principles Supporting theSS-OO-PP-RR Practices

SS-OO-PP-RR

Listen

Encourage

Inform

Plantogether

Observe

Practice

Reinforce

Reflect

Problemsolve

Review &plan

Strategies You Use to Promote CapacityBuilding…

• Encourage priority setting

• Share information that facilitatesinformed decision-making

• Do you:• Review and remind caregivers, or• Support them to identify and decide?

• Do you:• Dump data and expertise, or• Set the stage for caregiver integrating

relevant information into theirworldview?



Kris and Kiyah

Strategies You Use to Promote CapacityBuilding…• Observe and promote current

strengths

• Jointly identify individualizedinterventions and contexts

• Do you:• Suggest next steps, or• Step back and observe what is

working?

• Do you:• Propose and demonstrate

evidence-based strategies, or• Reflect on options for caregiver to

choose?



Kris and Kiyah


• Engage in caregiver practice • Do you:• Demonstrate and explain for

caregivers, or• Guide them to practice and give

feedback?



Kelsey


• Encourage reflection andproblem solving

• Do you:• Ask questions to engage caregivers,

or• Help them learn to problem solve

and generate new opportunities?



Elias

Reflection

• Intentional

• Purposeful

• Systematic

• Integrated



Building CapacityThrough Reflection

Is it the moment to:• Seek information? More information?

• Initiate problem solving about options?

• Clarify and confirm?

• Increase caregivers’ understanding throughtheir own reflection?

• Seek to build confidence in caregiver?

• Interpret data to help make decisions?

• Celebrate?

Integrating Principles and Practices forCapacity Building: Summary of How-ToStrategies

• Listen and learn from the caregiver

• Start with a joint reference identified by the caregiver as important

• Comment on a child or caregiver interest or strength

• Encourage caregiver to reflect and share ideas and insights

• Discuss, problem solve, practice, plan – repeat

• Encourage and respect decisions



Resources

• Center on the Developing Child, Harvard UniversityExcessive Stress Disrupts the Architecture of the Developing Brain [pdf]

• Baby Navigatorhttps://babynavigator.com/

• Family Guided Routines Based Intervention (FGRBI)http://fgrbi.fsu.edu

• First Words Projecthttps://firstwords.fsu.edu/

• Early Childhood Technical Assistance Centerectacenter.org

• National Child Traumatic Stress NetworkEarly Childhood Trauma

Using Capacity-Building Practices in Caregiver Coaching for Early Intervention, by Juliann Woods

ASHA Online Conference Birth to Three: Working Together to Serve Children and Their Families

References

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