Parents as Teachers: Embedding Interventions: Learning Through Relationships Session 2

1. Parents as Teachers: Embedding Interventions: Learning Through Relationships Session 2

2. Objectives • Participants will be able to identify communication strategies that support collaboration with parents • Participants will be able to use the Observation of Communication Strategies Checklist to self assess their use of communication strategies that build collaboration with parents

3. How is today’s session structured? 1. Review Communication Strategies that Promote Collaboration by reviewing the Project Connect Handout • . Review tapes of providers using the Observation of Communication Strategies Checklist • Review procedures for the taping assignment (Assignment number 2) • Review the contents and procedure for the online session

4. “Communication strategies that promote collaboration ” Handout #1 • This set of handouts is from Project Connect and lays out specific communication strategies that support collaboration with parents and early care and education providers • The examples from Project Connect are for 3-5 year olds, but also apply to families of infants and toddlers • The strategies can also be used with early care and education teachers working with young children with disabilities

5. What is the structure of the handout? • There are 3 sections. Each section addresses a different category of communication skill • The 3 Communication Skill categories include: • Attending and Active Listening • Seeking and Verifying • Joining and Supporting

6. Communication Skill Category 1: Attending and Active Listening • Skill: Reflecting Feeling and Content • Function: Using your own words to identify the content and feelings in a message is one way to let the parent know that you understand • Example:Now that we have had a chance to talk, I understand that some of the new ideas we are talking about are both stressful and frustrating. (reflecting feelings)

7. Communication Skill Category 1:Attending and Active Listening Skill: Encouraging and Affirming Function: Acknowledging the speaker through simple verbalizations encourages the parent to continue; Commenting about strengths and accomplishment shows support Examples: You all have done a great job of incorporating tube feeding into meal time, making sure that Amand feels part of the group. • Yes. Uh-huh, Please go on.

8. Communication Skill Category 2:Seeking and Verifying • Skills in this category • Questioning • Silence • Clarifying and Validating • Summarizing

9. Communication Skill Category 2: Seeking and Verifying • Skill: Questioning • Purpose: Use of different type of questions gives you information to define preferences and strengths as well as issues and concerns from the other’s viewpoint.

10. Communication Skill Category 2Seeking and VerifyingExample of questioning • How are things going see we last talked (open ended question) • How long does meal time usually take? (closed ended question) • What is Orlando’s favorite activity (closed ended question)

11. Communication Skill Category 2: Seeking and Verifying • Skill: Clarifying and Validating • Function: Restating the main message and asking if your understanding of what has been said is correct can help avoid misunderstanding. • Example:So it sounds like you haven’t been able to do the physical therapy exercises with Anya because it is too time consuming, is that right or is it something else?

12. Communication Skill Category 2: Seeking and Verifying • Skill: Summarizing: • Function: Pulling together the main points of the discussion into a brief statement is a good way of obtaining closure • Example:Okay, We have decided that Eva has met the first two objectives, but that we will continue working on encouraging her to play with other children.

13. Communication Skill Category 3:Joining and Supporting • Skills Joining and Supporting • Building • Informing • Seeking Consensus

14. Communication Category 3:Joining and Supporting • Skill Building: • Function: Adding to the other person’s idea lets the other person know you value their input and have something to contribute

15. Examples of building • You mentioned that you have already tried to address Jorge’s motor delays. I wonder if we could think about incorporating those ideas on the playground (use to support embedding). • I am glad to hear you found a way to get Elizabeth interested in books. Let’ try to get her to point to pictures in response to your questions. ( use to support skill development)

16. Communication Skills Category 3:Joining and Supporting • Skill: Informing • Function: Sharing information and knowledge enhances understanding and addresses needs of others

17. Example of Informing • It’s not unusual for children a this stage of development to cry when they are separated from their parent. (info on child development) • It sounds like you would really like to talk with parents in a similar situation. Here is some information on a Parent Information Center. (info on Parent to Parent Support)

18. Examples for Parents of Infants and Toddler Communnication Category 1: Attending and Active Listening • Skill Reflecting Content and or feelings • Parent:We are so discouraged that we are on a long waiting list to see the developmental pediatrician to rule out autism. • Provider response: It must be very discouraging that you have to wait so long to see the developmental pediatrician since you are worried that Antonio may have autism.

19. Communication Skill Category 2: Seeking and VerifyingQuestions How did the massage go this week? ( open ended question) What kinds of things do you and your baby enjoy together? (open ended question) Can he self-calm when fussy? (close ended question) How does he self-calm when fussy? (open ended question)

20. Communication Skill Category 2: Joining and SupportingInforming • Example: Informing: Babies who are born premature often have difficulty self-calming. With some babies helping them to learn to suck their thumb helps them to self calm so they are able to engage in back and forth exchanges when calm. • Example Informing: We have a variety of ways we can adapt toys so he can play with this brother.

21. Communication Observation Strategies Checklist • We are now going to practice using the Communication Strategies Observation Checklist Handout #3 • The checklist contains the same items from the Project Connect Handout and is part of the Course Content Package • The checklist asks you to check yes or no if you saw a skill • The checklist asks you to make notes on what you saw

22. The Communication Strategies Observation Checklist • The checklist has the same communication skills as the handout: Communication Strategies to Build Collaboration that we just went over • We will use it to assess two providers use of communication skills. • You will use it to self-assess your use of communication skills when you do your second taping.

23. Observation of Videotapes • The videotapes show two different providers • Tape 1 illustrates the use of joining and supporting • Tape 2 illustrates seeking and verifying • Both tapes illustrate attending and active listening • Both tapes demonstrate good use of communication strategies

24. Tape 1 We will watch the first tape which shows a provider working on motor skills within the context of play Four sequences on the tape: Standing on the sofa Playing with the action toy Playing with the piano pop-up toy Playing with the ball in the tube Watch for Joining and Supporting Strategies page 3 of the Checklist Rewatch for Attending & Active Listening page 1 of the checklist

25. Tape 2 Provider is discussing behavior with the parent Turn to page 2 of the checklist Seeking and Verifying Observe for Seeking and Verifying strategies Rewatch and observe for Attending and Active Listening

26. Getting ready for taping (Assignment Number 2) • Tape a teaching session 20 minutes • Use the Intentional Strategies Checklist and Communication Strategies Observation Checklist to self assess your use of these strategies • See Handout Number 4 for the Directions and Checklist on what to turn in for this assignment • Send in this checklist with your tape and all your materials two weeks before Session 4

27. Where to send materials for Assignment 2 • Lisa Leifield • TLC CFSRP, TJU • Fifth floor Edison Building • 130 South Ninth Street • Philadelphia, PA 19107 • Send the Handout 4 checklist,the Intentional Strategies Checklist, the Observation of Checklist & everything else listed on the Handout 4 Checklist

28. Session Three Online Course You will be able to view the course on the TLC website The session will include examples of vignettes that we will ask you to read and then identify what type of strategy was used, i.e. trust building practices, self-efficacy practices communication practices, or feedback practices Review two of the five websites and write a brief paragraph on the site and how it supports relationship based work with infant toddlers and their families

29. Websites to review See Handout 5 to look at the websites to review as part of the online assignment Use Handout 6 to write your comments Use a separate sheet to comment on each website We will combine the information to make a webliography of interesting websites Bring the website information to Class Four All assignments need to be completed for course credit