Jean Sachar Moog, MS, CED, LSLS Cert. AVEd Betsy Moog Brooks, MS, CED, LSLS Cert. AVEd EHDI Conference March2016 jmoog@moogcenter.org bbrooks@moogcenter.org The Moog Center for Deaf Education St. Louis, Missouri
The authors have no proprietary interest in any product, instrument, device, service or materials discussed, nor will they receive compensation related to this presentation.
Participants will be able to list objective evaluation measures for children in early intervention. Participants will be able to describe real-time embedded coaching as a tool for working with parents. Participants will be able to explain the components of a successful early intervention provider training program.
To expand and increase access to quality Listening and Spoken Language (LSL) services To teach EI providers how to deliver real-time embedded coaching to parents over the internet To use data to corroborate the potential of this approach to tele-intervention for achieving improved outcomes for children
Recruitment of providers for training Recruitment of families to participate
6 Speech language pathologists 2 SLPs from Buffalo Center for Hearing and Speech Center 2 SLPs from Child s Voice in Chicago 1 SLP from Alabama School for the Deaf and Blind 1 SLP in private practice in Kansas City, Missouri 2 teachers of the deaf 1 teacher of the deaf from Northern Voices in Minnesota 1 teacher of the deaf in Arizona
20 families participated 4 in Alabama 5 in Arizona 3 in Illinois 2 in Kansas City, Missouri 3 in Minnesota 2 in New York 1 in Wisconsin
Ranged in age from 7 months to 32 months Age at initial amplification ranged from 2 months to 27 months Hearing loss in the better ear 10 profound 4 severe 5 moderate 1 mild-moderate Several children had additional challenges
3 on-site workshops at the Moog Center for Deaf Education Workshop 1: 3 days, April 2014 Workshop 2: 2 days, August 2014 Workshop 3: 2 days, April 2015 Mentoring sessions for providers throughout the project Evaluation of the impact on the children
To learn and understand the rationale, principles, and strategies for real-time embedded coaching To provide hands-on practice implementing real-time embedded coaching To discuss challenges and successes of providing services online To share experiences and solutions
Explanation of project Expectations of parents and providers Real-time embedded coaching Demonstration Discussion Hands-on practice Discussion of reading from Rush and Sheldon Discussion of strategies for recruiting families and conducting initial in-person visit Data collection
Challenges and things learned Developing uniformity using components of real-time embedded coaching Scheduling a time to talk with parents without child Rating parent behavior Video analysis of embedded coaching Using a written note as follow-up to the session Approaching one s state to approve tele-intervention for EI reimbursement
Report on implementation of real-time embedded coaching Feedback to parents Summary of project
Components of each session with parent Recap of events/progress Review of plan for the session/joint planning Coaching of activity Reflection and feedback Summary, scheduling, and joint planning Follow-up session Note Telephone conversations Additional time dedicated to helping parent
Video
video
video
Mentored throughout 6 months of project Mentored for in-person sessions Mentored for TI sessions via video Additional mentoring would have been beneficial
Outcomes were evaluated using MacArthur-Bates Communication Developmental Inventory Scores are reported as quotients Scores improved from 57 to 70 Preschool Language Scale Scores are reported as standard scores All but 2 children made more than one year s growth in 6 months time
We developed a Parent Rating Form Providers rated each parent for each skill All parents received higher ratings at the end
It is imperative that tele-intervention becomes an approved Early Intervention service for reimbursement.
TI works for most children TI is not for everyone Teaching parents strategies for managing behavior is challenging via TI Sending summary notes proved to be very effective and much appreciated Scheduling some sessions when the child is not present is highly recommended
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