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Vanderbilt University and Florida State University

Vanderbilt University and Florida State University. DEC October 2009. Basic Premises of the KTTP Model.

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Vanderbilt University and Florida State University

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  1. Vanderbilt University and Florida State University DEC October 2009

  2. Basic Premises of the KTTP Model • Parents, as their child’s communication partners and teachers, incorporate EMT strategies throughout their typical routines and preferred play activities at home and in the community to increase child communication outcomes • Teachers, and other service providers, working collaboratively with the family and KTTP communication coaches, will incorporate EMT throughout the child’s daily schedule in community settings • Communication teams, built across providers and agencies, are strong advocates for families as the child’s most significant communication partner and leader ensuring continuity of early communication intervention • Transitions between agencies and between Parts C to B will be enhanced by the parent’s leadership of the communication team

  3. Target Population • The KidTalk Tactics Project recruits children who: • Are between 12 and 33 months • Are eligible for Part C services • Have a communication delay • Attend or receive services from: • High Hopes Inclusive Preschool and Therapy Clinic • Susan Gray School at VU • Big Bend Early Steps Program (primarily home based) • Have a parent who will participate in the project and consent for the child

  4. Typical Families in KTTP VU A = High Hopes VU B = Susan Gray FSU = Early Steps

  5. KTTP Children

  6. Child Measures

  7. Communication Coaches • Each serves 2-6 children and families for KTTP (as part time employees of KTTP) • Include ECE, ECSE, and SLPs • BA- PhD with 1- 11 years of EI or related experience Insert video clip

  8. Implementing the Intervention • Insert graphic

  9. KTTP With Parents • 24 sessions at home (1-2 x/week) • Teach EMT skills in family identified and child preferred routines and play activities • Evaluate child and parent progress • Established criteria for parents • Continue based on parent and child needs • Less frequent training- parent’s role is leader • Adapting to child and family changes • Expanding routines and activities • Planning for or supporting transition

  10. Teacher Training • Three levels • Introductory 1 hour • Introduce project, staff, • Overview of KTTP • Group + Individual Feedback and Coaching • 6 sessions on principles of EMT • 4-12 observations of teachers with EMT practice, feedback, coaching • Individualized for target child • As needed to support child in classroom

  11. Teacher Training

  12. Teacher Training

  13. Outcomes • Insert graphic of SS data • Insert graphic IGDI data

  14. Considerations (it’s too soon for conclusions!!) • Earliest communication behaviors for prelinguistic children were not adequately measured and not well represented • Child progress varies • Frequency of communication is an essential outcome • Parents learn EMT and use in multiple, diverse routines and activities • Cross agency and team member communications including families are easier said than done

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