The purpose of this session is to demonstrate the use of specific evidence-based family coaching strategies with a focus on supporting nurturing and responsive relationships. The presenter will introduce specific coaching strategies (e.g., performance-based feedback, video modeling, providing opportunities for practice), describe how and when to use the coaching strategy with families, and present several examples for using each coaching strategy with families. Participants will have opportunities to practice and plan for using the family coaching techniques

Barton, Erin Elizabeth

English

Georgia Southern University: Digital Commons@Georgia Southern

Georgia Southern UniversityDigital Commons@Georgia SouthernGeorgia Association for Positive Behavior SupportConferenceCoaching Families: A Focus on Nurturing andResponsive RelationshipsErin Elizabeth BartonVanderbilt University, erin.barton@gmail.comFollow this and additional works at: https://digitalcommons.georgiasouthern.edu/gapbsThis presentation is brought to you for free and open access by the Conferences & Events at Digital Commons@Georgia Southern. It has been acceptedfor inclusion in Georgia Association for Positive Behavior Support Conference by an authorized administrator of Digital Commons@GeorgiaSouthern. For more information, please contact digitalcommons@georgiasouthern.edu.Recommended CitationBarton, Erin Elizabeth, "Coaching Families: A Focus on Nurturing and Responsive Relationships" (2015). Georgia Association forPositive Behavior Support Conference. 77.https://digitalcommons.georgiasouthern.edu/gapbs/2015/2015/7711/30/15	  1	  Coaching Families: A Focus on Nurturing and Responsive Relationships Erin E. Barton, PhD, BCBA-D Vanderbilt University  Tertiary Secondary Universal The Pyramid Model:   Promoting Social and Emotional Competence and Addressing Challenging Behavior The Pyramid Model Describes  3 Tiers of Intervention Practice •  Tier 1: Universal promotion for all families (all infants and toddlers and their caregivers) •  Tier 2: Secondary prevention to address the needs of infants/toddlers at risk for social emotional challenges (including support for their caregivers) •  Tier 3: Intensive or tertiary intervention for children with persistent behavior challenges (including support for their caregivers) Successful implementation of the Pyramid Model will depend on the strong collaboration among family and intervention team members Social Emotional Development  The developing capacity to: –  form close and secure adult and peer relationships… TRUST –  experience, regulate, and express emotions in socially and culturally appropriate ways… SELF-AWARENESS –  explore the environment and learn… AUTONOMY …all in the context of family, community, and culture. Social Emotional Competence  •  Presence of –  satisfying interactions between the child and caregivers, siblings, peers –  comfortable self-images and perceptions by others  –  matching and modulation of emotional and social responses to the environment « Synonymous with mental health   (Squires & Bricker, 2007) 11/30/15	  2	  Why is social emotional development important?  The relation between early social emotional competence and later social skills, academic success, and overall quality of life is one of the most robust and long-standing findings of the behavioral sciences in early childhood (Dunlap & Powell, 2009; Strain & Timm, 2001). There is a critical need to address problem behaviors as early as possible. Challenging	  behaviors	  Social	  Emo9onal	  Competence	  RATIONALE FOR PROMOTING SOCIAL EMOTIONAL DEVELOPMENT Ra#onale	  for	  promo#ng	  social	  emo#onal	  development	  School	  Readiness	  and	  Academic	  Success	  Social	  Emo#onal	  Competence	  Ra#onale	  for	  promo#ng	  social	  emo#onal	  development	  High	  Quality	  Learning	  Environments	  Social	  Emo#onal	  Competence	  in	  Early	  Childhood	  	  School	  Readiness	  and	  Academic	  Success	  Sa#sfying	  interac#ons	  and	  Trust	  Self-­‐image	  and	  Self-­‐awareness	  Emo#onal	  &	  Social	  responses	  and	  Autonomy	  Family,	  Culture	  	  Transactional Model •  The transaction model framework tells us that an infant’s unique characteristics influence the parenting relationship. •  Infants and toddlers learn to share and communicate feelings and experiences with significant caregivers and other children. •  Early social-emotional development is the product of the infant’s characteristics, caregiver-infant relationships, and the environment within which these relationships unfold.   11/30/15	  3	  Transactional Model Research also tells us:  •  Parents respond less frequently to fussy, crying babies. •  Parents respond more to infants who make/use complex gestures and words, than those who simply point. •  The frequency of an infant’s gesture, smile, eye contact and babbling affects how adults respond. Transactional Model               Child              Environment    (Sameroff & Chandler, 1975 ) The child impacts the environment just like the environment impacts the child. It is essential to consider the child’s temperament and adapt the environment to match and meet the child’s needs.   Transactional Model Thus:  It’s up to the caregiver to change what they do to support their infant and toddler. Likewise, it’s up to the family coach / home visitor to change what they do to support the parents and family.   Fit Between the Child and the Caregiver Transactional Model Transactional Model:  Possible Issues? •  Infant/toddler cues are difficult to read •  Infant/toddler can’t see or hear  •  Infant/toddler health problems •  Infant/toddler does not respond to parent attention •  Infant/toddler has special needs •  Parent is not aware of infant cues •  Parent and child have different temperaments  Remember: It’s up to the caregivers to change what they do to support their infant/toddler. Likewise, it’s up to the family coach/home visitors to change what they do to support the parents and family. This will be particularly important in the above cases.  Still Face Experiment Watch the following video: http://www.youtube.com/watch?v=apzXGEbZht0 •  What does this experiment tell us? •  What if the child is non-responsive? •  How does this effect the responsiveness of the caregiver?  11/30/15	  4	  Temperament Types   Flexible, Fearful, and Feisty (Chess & Thomas, 1996; Chess & Thomas, 1999; Thomas, Chess, & Birch, 1968)  Temperament Types 	  •  Flexible – regular rhythms, positive mood, adaptability, low intensity, low sensitivity  •  Fearful – adapts slowly, quiet, shy, withdraws •  Feisty – active, intense, distractible, sensitive Temperament Types 	  •  These are general types based on the early work of Thomas, Chess, & Birch (1968).  •  Their research suggested 10% of children were difficult (feisty), 40% were easy (flexible), and 15% were slow to warm up (fearful) and about 35% are intermediate/mixed. Thus, not all children will fit into one “type.” •  Research shows these are mostly stable over time. •  All of the traits comprise both strengths and needs. Attachment Attachment is a pattern of interaction that develops over time as the infant or toddler and caregiver engage.  (Wittmer, 2011)  Attachment: Video 1.1 Families who face challenges with nurturing and responsive relationships and providing high quality environments are provided with resources, support, and additional services to ensure their capacity to PROMOTE social development. 11/30/15	  5	  Supporting and Communicating with Families Self-Reflection •  Self-awareness  –  Examining your own thoughts, beliefs, and behaviors –  “Hot buttons” •  The things that you know make you uncomfortable or just drive you crazy! •  Careful observation –  Behavior has meaning  •  Flexible response  –  Sharing power and decision making with families  (Seibel, Britt, Gillespie, & Parlkian, 2006) Self-Reflection Strategies •  Asking questions by wondering  –  I wonder why she forgot the bottle, rather than judging  •  Empathy  –  Reflect back, let parents correct you •  Pointing out the positive  –  Use careful observations  •  Not knowing  –  Recognize your own professional limits « Reflection: Take the time to think, rather than be directive  (Seibel, Britt, Gillespie, & Parlkian, 2006) Culturally & Linguistically Appropriate Services http://clas.uiuc.edu/index.html Culture can be compared to an iceberg. We often focus on the part of the iceberg that is “above the surface.” However, the main part of the iceberg is “below the surface,” much like culture.  Words Matter •  Use child first language! –  Say, “a child with autism” or a “child with special needs”.  –  A disability is just one part of an individual’s identity. •  Our words reflect our expectations •  Be positive –  Identify something they are doing right. •  Use accessible language Using SOUL to Communicate with Families  - Silence - Observation  - Understanding  - Active Listening  •  More listening than talking •  More observing body language than talking  •  Trying to understand the others’ feelings •  Consider the others’ context  •  Restating and clarifying, not asking questions or telling  •  Responding with acceptance and empathy 11/30/15	  6	  Silence •  Attention  •  Presence  •  Suspension of agenda •  Letting the other lead Observation •  Noticing  – Internal and external •  Following cues •  Witnessing – Suspension of thought – Receptivity Understanding  •  Openness to the conversation •  Willingness to be changed by the encounter/person Active Listening •  Opener –  “Would you like to talk about …” –  “I notice that you’re quiet today…” •  Validating –  “Other parents feel the same way you do…” –  “You’re not alone, crazy, abnormal…” •  Encouragement –  Specific and meaningful •  “It really struck me how happy he looked when you read him that story,” instead of “Good job!” •  Constructive Feedback –  “I” Statements •  “I worry that…” •  “Sometimes it works for me when I…” Silence, Observation, Understanding… Feedback: Communication Blocks •  Professional Jargon •  Blaming  – “He’d learn how to do it if you gave him a chance.” •  Saying “always” or “never” – “You never seem to want me at your house.” •  Labeling  – “Parents like you…” Communication Blocks •  Commentary –  “If I were you I’d…” –  “You’d be better off if you…” –  “My sister had the same problem, and she solved it by…” •  Threatening –  “If you don’t do this now, your child is going to…” •  Minimizing Concerns –  “It’s not so bad.” •  Facial and Body Language 11/30/15	  7	  Family Coaching (Jung, 2003) Not only is it essential to promote social emotional development within the context of the caregiving relationship, but it is more efficient to have parents promote social emotional competence across daily routines.  Direct Service Model  Family Coaching Model  Practitioner Child 1 hour per week Practitioner Child Multiple Hours! Family Increased Learning Opportunities What to Teach When to Teach How to Teach Functional, generative, measurable child goals During on-going routines, activities, opportunities for practice and get feedback, etc. Evidence-based, child focused practices Planning for Teaching http://www.embeddedinstruction.net/node/20 Copyright 2009 © Embedded Instruction for Early Learning. Teach Caregivers to Implement  Definition of Coaching “Coaching is a voluntary, non-judgmental, and collaborative partnership between an early childhood practitioner and the important people in a child’s life.”	Hanft, Rush, & Sheldon, 2004	  Definition of Coaching “Coaching is used to acknowledge and perhaps improve existing knowledge and practices, develop new skills, and promote continuous self-assessment and learning on the part of the coachee.” Rush & Sheldon, 2011	  Why Coach with Caregivers? •  Parent/Caregiver-Child Relationships are the context for infant and toddler social-emotional development •  Coaching focuses on parent-child interaction in the natural environment  •  Effective coaching supports parents’ skills and sense of competency with their children (Bruder & Dunst, 1999; Hanft, Rush, & Sheldon, 2004; Rush & Sheldon, 2011; Sheldon & Rush, 2001) 11/30/15	  8	  Rationale for Coaching Model •  Parent-mediated strategies are more effective than practitioner implemented, for enhancing child development. (Mahoney et al., 1998) •  Parent participation in intervention is essential for success. •  Supporting parent responsivity during daily routines is more impactful that the time spent with practitioners.(Mahoney, 2009; Mahoney & Perales, 2005) Rationale for Coaching Model •  Interventions are only successful when they result in increased opportunities for responsive interactions between child and caregivers.  •  Intensity does not refer to the amount of time with professionals. •  Success depends on the caregivers use of responsive strategies to promote their child’s participation in daily activities and routines.  Coaching is Support-based •  It’s the family and the caregivers who influence the child –  We influence them •  Children learn throughout the day  –  Not in separate “goal times” •  ALL the intervention occurs between visits –  During daily routines •  Focus on maximal intervention –  Not maximal services  –  “Support to families not services” McWilliam, 2010 Role of the Coach “The role of coach is to provide a supportive and encouraging environment in which the coach and coachee jointly reflect on current practices, apply new skills, and competencies with feedback, and problem solve challenging situations.” Rush & Sheldon, 2011	  Role of Practitioners in Coaching Model •  Collaborate with caregivers to identify strategies to support child participation and learning.  •  Collaborate with caregivers to identify natural learning opportunities.  •  Support caregivers (coach) in implementing strategies during daily routines and activities.  •  Support the caregiver’s identification of and access to resources. Jung, 2003; McWilliam, 2010; Rush & Shelden, 2011 Coaching Continuum  Coach models and parent observes Coach prompts and supports while parent engages  Coach observes and provides feedback, reflection during activity  Coach observes and provides feedback, reflection after activity Coach and parent reflect on activity that occurred between visits   Rush & Sheldon, 2011 11/30/15	  9	  Evidence-based Coaching Strategies  1.  Brief and focused 2.  Supporting family participation and building capacity 3.  Focus on embedding into daily routines  4.  Systematic, collaborative progress monitoring  5.  Modeling with child  6.  Video exemplars and self-reflection  7.  Role-play with materials  8.  Practice opportunities  9.  Performance-based feedback  10. Homework after and between visits  11.  Collaborative problem solving  12.  Manual, written support  13. Monitor implementation of COACHING! Fettig & Barton, 2014; McWilliam, 2010; Powell & Dunlap, 2010 Brief and focused •  When, What, and How  •  Interventions should focus on minor changes to what parents are already doing •  Operationalize natural learning opportunities during daily routines in homes with the family’s own materials •  Teach a parent to imitate a child’s babbling and take turns during diapering and bath time  Supporting family participation and building capacity •  When, What, and How  •  Use participation-based goals  •  Interventions should focus on family participation in their child’s development and learning.  •  Help the family identify sources of support within their extended family or community  •  Family coaching approaches should be based on the individual family needs. The EI needs to adapt and match her practices to the needs of the family.  Focus on Routines •  When, What, and How  •  Teaching parents to embed learning into the family’s daily routines  •  Understand their routines!  Collaborative Progress Monitoring  •  When, What, and How  •  Start with functional goals! •  Functional outcomes focus on the child’s participation in daily routines.  –  These should consider the family’s satisfaction with their child’s participation in daily routines.  •  The parent and early interventionist decide on a method for monitoring progress  11/30/15	  10	  Live Modeling  •  When, What, and How  •  Demonstrate strategies  •  Practice  •  Progress monitoring!!  –  Implementation  –  Child goals  Video Modeling •  When, What, and How  •  Identify a model and a medium •  Demonstrate strategies  •  Practice  •  Progress monitoring!!  –  Implementation  –  Child goals  Video Self-Reflection •  When, What, and How •  When accessible and feasible  •  Families who are struggling with implementation  Self-Reflection •  When, What, and How  •  Supporting parents in self-reflection of their implementation •  Progress!!! Role Play •  When, What, and How •  Practicing new skills  •  When parents are reluctant to try something new with you, role play might be easier at first  •  Move to practice with their child  Practice Opportunities  •  When, What, and How •  Routines!!!  •  Outline multiple, simple opportunities throughout the day   11/30/15	  11	  Performance-based Feedback •  When, What, and How •  Often!!! •  Positively focused  •  Corrective should include specific examples and data when possible  •  Linked to child outcomes! •  Be Specific!!!  Motivation for Practice •  When, What, and How  •  Minor changes!! •  Focus on helping with routines that are not working well •  Link to child progress  Collaborative Problem Solving •  When, What, and How •  Do not always have a solution •  Ask about what has worked in other situations  •  Focus on strengths    Written Manual •  When, What, and How •  Consider reading levels and language  •  Use visuals •  Individualize when possible •  BSPs should always be written  –  Table with A, B, C, linked to P, T, R Considerations  « Intensity: not just time!  « Competing interventions  « Family priorities and resources  « Family learning history  « Self-reflection « Seek support from peers or other experts  

Coaching Families: A Focus on Nurturing and Responsive Relationships

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Coaching Families: A Focus on Nurturing and Responsive Relationships

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