1 / 38

CEC April 2010

Naturalistic Communication Intervention KidTalk Tactics Project Vanderbilt University and Florida State University Juliann Woods and Ann Kaiser, Co-PIs. CEC April 2010. KTTP Model Components . KTTP Model Over Time. Naturalistic Communication Intervention Birth to 5 years.

sveta
Download Presentation

CEC April 2010

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Naturalistic Communication InterventionKidTalk Tactics ProjectVanderbilt University and Florida State UniversityJuliann Woods and Ann Kaiser, Co-PIs CEC April 2010

  2. KTTP Model Components

  3. KTTP Model Over Time Naturalistic Communication Intervention Birth to 5 years Empowering Parents as Communication Team Leaders

  4. Basic Premises of the KTTP Model • Parents are their child’s first communication partners • Incorporate EMT strategies throughout routines and preferred activities at home and in the community to increase child communication outcomes (Blending FGRBI and EMT) • Teachers and service providers support child communication across settings • Incorporate EMT throughout the child’s daily schedule in community settings • Address needs for intervention dosage, child generalization • KTTP Communication teams include families, providers across agencies, and communication coaches • Advocate for families to promote continuity of early communication intervention • Coordinated transitions and continuity in communication intervention between Parts C and B - Enhanced by the parent’s leadership of the communication team

  5. Who is Participating? Down syndrome, Language delay, DD, CP, ASD, Dandy Walker, Cri du Chat, William’s syndrome , Vater’s syndrome Children enroll between 12 and 33 months • Eligible for Part C services • Have a significant communication delay • Parents who are willing to participate and consent • Attend or receive services from collaborating site: • High Hopes Inclusive Preschool and Therapy Clinic (VU) • Susan Gray School (VU) • Big Bend Early Steps Program (primarily home based) (FSU) • Early Head Start (FSU)

  6. Participants Level 1: Introduction Level 2: 6 sessions + coaching Level 3 :Individualized to child

  7. Who is Delivering the Intervention? 8 Communication coaches ECE, ECSE, and SLPs BA, M.Ed, grad students 1-11 years of EI or related experience Trained in KTTP model Each communication coach Facilitates parent learning Coaches teachers and service providers Coordinates team, transition planning with leadership from parents Conducts assessments, data collection, data based feedback

  8. How is the Intervention Being Delivered? Coaches teach EMT in family-identified and child-preferred routines and play activities • 24 sessions at home (1-2 x/week) Parent coaching continues based on parent and child needs • Less frequent through age 5 • Adapted to child and family priorities • Expand routines, activities • Addresses child’s communication mode Parent assumes role as leader, decision maker in communication teams Plan with family for and support transition

  9. KTTPImplementation Fidelity

  10. Participant Information

  11. What a typical Home Visit looks like: Setting the Stage • Greet family/child, gather updates, plan for activities for the session. • Reaffirm family priorities and leadership role. Observation and Opportunities • Join parent and child in planned routines. Observe and support parent participation. • Using a variety of coaching strategies, enhance use of targeted EMT strategies in multiple routines. Problem-Solving, Planning and Reflecting • Problem-solve to develop best contextual fit regarding strategy, child’s goals and parent implementation. • Reflect on what works, when and problem solve what is next. • Summarize and plan for implementation between visits.

  12. Coaching Strategies in Home Activities and Routines Coaching sequence completed within at least 2 categories and 3 routines per home visit

  13. Strategies used during the home routine of pretend play (feeding baby) Materials: babies, feeding bottles, napkins, brush lotion Choices: Have materials in sight but out of reach Kelsey’s Goals • Engage in pretend play sequences • Use 2-3 word phrases to request and comment When Kelsey doesn’t use2-3 word phrases, prompt her communication by pausing, asking her to use her words and finally saying the phrase for her to repeat. • Respond to all of Kelsey’s words and gestures. • Expand single words to 2-3 word phrases • Imitate her pretend play actions and describe what you do. Use 2-3 word phrases mostly to comment on what Kelsey and you are doing together

  14. ResultsRate of Total Child Communication

  15. ResultsRate of Individual Child Goals in Routines

  16. Parent Coaching and Implementation • Parent coaching implementation fidelity has been high • Parent learning of the strategies has been consistent across families and contexts • Child outcomes vary • Age of Entry • Diagnosis/Disability • Degree of Motor Involvement

  17. KTTP Coaching Fidelity

  18. Vanderbilt Parent Implementation Fidelity Across 8 Families Completing Intervention 24

  19. Overall IGDI Data Total Communication (Weighted) Number of communicative gestures, vocalizations, single and multiple words.

  20. How is the Intervention Being Delivered? Teacher and Service Provider Training

  21. Levels of KTTP Teacher/Service Provider Training

  22. Workshops

  23. Teacher Implementation Fidelity

  24. Summative Teacher & Service Provider Training Evaluation *Rated on a 0 – 5 Scale

  25. EMT Feedback Protocol for Teachers/Service Providers

  26. KTTP Model Over Time: Lily Empowering parents as communication team leaders

  27. Communication Across the Community: Lily’s Initial Communication Team (2008)

  28. Training, Teams and Transition: A Case Study • Collaboration can be challenging with multiple people providing services from multiple providers. • KTTP created Google pages to share information among parents and providers outside the structure of formal meetings and reports.

  29. Example of Google Page

  30. Take turns sharing at Circle Time Initiate interactions with peers Communicate wants and needs to unfamiliar adults These are our family’s dreams for Kelsey’s communication Drink independently from open cup at snack Engage in more back and forth communication Engage in dramatic play sequences with peers

  31. Childcare at Mom’s Gymn Playdates with TJ and Danni Shopping at Target Communication Across Kelsey’s CommunityMy community is expanding as I start a new program! Kelsey’s Home Kelsey,Ian (brother) Angee (mom) and Tom (dad) Favorite Restaurant Red Elephant OT at Tallahassee Memorial Zoinks Pappy & Nonni’s Kelsey’s School Annsworth Academy

  32. Getting to Know Kelsey I can: • Sign over 150 words that I typically use • Verbally express myself through words and simple phrases • Follow simple 1-step commands • Sing familiar songs and join in finger play • Identify colors and count to 10 • Share some simple knock-knock jokes! I’m working on: • Expanding my vocabulary • Consistently using 3-4 word/sign phrases to request and comment • Drinking independently from open cup • Taking turns with friends • Engaging in complex dramatic play sequences What Where When With How I enjoy: • Pretending to be a doctor with Dad by “checking’ him and giving him shots • Singing and dancing with mom while watching my favorite shows, and in the car while picking up Ian from school. • Helping mom clean the house and fold laundry • Helping take care of our family pet Squirrel the cat. • Reading books and naming pictures with Ian

  33. Environmental Arrangement Responding Modeling Practice Establish routines Activity Dreams and Scenes for Communication Routines and Strategies At Home At School • Set beginning & ending • Use same words & materials • Repetition • Functional Outcome • Interesting materials • Offering choices • Inadequate portions, assistance needed • Silly situations • Pause after taking a turn • Imitate what Emma is doing (mirroring) • Participate along with Emma • Verbally respond to verbal & non-verbal communication • Verbally describe actions • Use single words & 2-3 word phrases • Add another word to Emma’s single words and signs • Model verbal words when she signs • Use least to most prompting • Open-ended questions • Choice questions • Time delay • Prompting Emma to “say ____” when she points/ vocalizes • Provide correction or expansion as giving Emma a requested material/ action

  34. Strategies used during the home routine of Feeding Squirrel (Family Chore) • When it’s time to feed Squirrel let Kelsey know she needs to help. • Have materials in sight but out of reach. Kelsey’s Goals • Follow 2 step directions independently • Use 2-3 word phrases to request and comment When Kelsey doesn’t use2-3 word phrases, prompt her communication by pausing, asking her to use her words and finally saying the phrase for her to repeat. • Respond to all of Kelsey’s words and gestures. • Expand single words to 2-3 word phrases • Describe what she’s doing as well as what you want her to do. Use 2-3 word phrases mostly to comment on what Kelsey and you are doing together

  35. Transition Planning • Transitions occur at different points in times for families • Transition into group care at age 3 • Transition into Part B at age 4 • Transition into public school settings at age 4 or 5 • Transition planning is individualized for the family • Goal: an informal, functional, family directed process • Supporting children’s continued communication development is central to KTTP involvement in transitions • Goal is to empower parents to provide leadership in the transition that reflects family’s priorities, their child’s unique communication needs, and the resources available in community • Transition is an ongoing process as settings, providers, and programs change

  36. Outcomes and Challenges • Parents learn EMT and use in multiple, diverse routines and activities • Child progress varies based on child and family variables • Motor involvement, health, family time available • Frequency of communication is an essential outcome for young children • Early communication behaviors for prelinguistic and motor-involved children are not well represented in standard measures • Determining mode, across settings and providers • Initial outcomes of teacher and service provider training are very promising • Facilitating communication across agencies, providers and families is challenging • Provider background, time and accessibility • Part B policies

  37. For More Information… • Ann.Kaiser@vanderbilt.edu • jwoods@fsu.edu Slides from this presentation will be available at KidTalk.org.

More Related