Michael Towey's List: Coaching

• First
• First
• Recognizing the centrality of caregiver–child interactions represents  a paradigm shift from viewing the caregiver as a peripheral player in  child-focused interventions to a service delivery model where the SLP  focuses on strengthening caregiver–child communication exchanges.  This caregiver-focused model requires the SLP to have two distinct  skill sets. First, the SLP must be fluent in evidence-based  interventions that help support child development in general, and  specifically, communication appropriate for infants and toddlers.  Second, the SLP must be proficient in using the consultative process  in collaboration with the important communication partners in  children's lives—their caregivers.
• Second,
• embed evidence-based communication interventions within their daily
• intervention with adult education principles to guide
• The latter role—helping caregivers learn to embed communication  strategies into their daily routines—requires the SLP to adopt a role  frequently described in the literature as a coaching approach (Hanft, Rush, & Shelden, 2004; Peterson, Luze,  Eshbaugh, Jeon, & Kantz, 2007).
• The words coach and teach, grounded in different theoretical  philosophies, both describe one component of the collaborative  consultation process, the piece that involves sharing information  intentionally and systematically to promote learning and skill  mastery. This occurs when one person shares information or skills  with another person with the explicit intention that learning will  occur. For their part, caregivers also act as teachers or coaches  in an interactive and participatory relationship (Lave  & Wenger, 1991). They inform the SLP about the child's strengths,  the nature of the child's daily routines, the child's interests,  which strategies might and might not work, and whether the strategies  fit the culture and values of the family.
• As such, SLPs require knowledge about, and methods for, presentation  of instructional strategies that are efficient and effective in  teaching adults in order to skillfully integrate these strategies  into family-centered practices
• Recent research suggests that, despite policy, programmatic  expectations, and professional development, a substantial gap exists  between expected (recommended) and actual practices in Part C service  delivery, particularly home-visiting practices, and that home visits  tend to be predominantly child focused rather than supporting  interaction between the parent and child
• • Thsi rpesnet a gap ebtween what si reprotd as "inhome"s ervces adn the quality
• reported that 51% of home visit time was spent in direct instruction  with the child, and less than 1% of the time was used to coach the  caregiver
• ng sufficient practice opportunities to
• logistics around who will be involved, when, with which materials,  and how often, they increase the probability that the plans will  occur because they reflect caregivers' perspectives
• for the child when caregivers apply the intervention strategies  to different outcomes within a variety of activities/routines  dispersed throughout the day
• Sensitivity, synchronicity, and mutuality
• Modeling, reflective listening, questioning, performance feedback,  prompting, and problem solving are specific strategies described  in an emerging literature base.
• coaching process is viewed as circular
• SLP and caregiver identify goals and include learner observation of  the clinician (modeling) and learner opportunities to practice the  new skill while receiving feedback (scaffolding) in the process

  • Good to distinguish between coaching and consultation
• emphasis is on the effective use of adult learning strategies
• Equipping caregivers to support children in natural environments when  SLPs are not present necessitates a change in procedures when SLPs  are present.
• ucity of research concerning how SLPs can best support  learning for adult
• Adult learning refers to the complex process of change in behavior,  knowledge, skills, and attitudes in adults. It includes acquisition  and mastery, application of the meaning to one's own experience, and  the intentional use or variation of ideas to novel or relevant  problems
• First, new material is more easily learned
• Second, for mastery to occur, application in multiple contexts must  be provided
• evaluation and feedback
• self-reflection and goal setting
• Repetition provides a foundation for deeper understanding that will  support both capacity and confidence building for caregivers.  
• Caregivers should understand that SLPs are not coming to their home  or center to work directly with the child,
• mismatch in expectations can reduce the caregiver's attention
• Getting started: Observation, problem solving, and reflection.
• Joining in with the caregiver: Direct teaching and demonstration.
• Direct teaching as a consultation strategy is not unfamily  centered
• Currently, SLPs model the use of strategies with caregivers but are  less likely to complete the step of explaining what they are doing as  they do it or seeking clarification.
• Moving forward: Practice and feedback
• the larger the dose of learning opportunities distributed over time,  the more effective the intervention is likely to be
• Closing the cycle: Observation, problem solving, and reflection
• caregiver can be actively engaged with the SLP in evaluating
• autonomy
• Helping adults analyze their own use of the strategy, including  what went well and what did not, may help increase the  caregiver's ability to use the strategy in interactions or routines
• Individualizing the Process for Adult Learners
  
• • Be sure to open the table and see the stretegies
• caregivers should know why a new skill is important
• additional opportunities
• Second, strategies
• social games they might use in a clinician-directed session must  provide adequate demonstration and guided practice to the caregiver  on what, how, when, and how often to use the specific strategies with  the child
• communication outcomes as a means of enhancing children's  participation in activities/routines,
• communication outcomes as a means of  enhancing children's   participation in  activities/routines, 
• Data also indicate that many practices typical in clinical or center  settings have moved to the new locations. Bags of toys, special  equipment or materials, and planned activities/routines accompanying  the SLP reflect a physical movement of the clinic to the home rather  than the integration of communication outcomes functional to the  child's everyday activities/routines with his or her caregivers
• location is not sufficient.
• Bags  of toys, special   equipment or materials, and planned  activities/routines accompanying   the SLP  reflect a physical movement of the clinic to the home rather

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