Classroom to Zoom Coffee Chat_Slides
How to Support Families, Virtually, When You Are Usually
a Classroom Teacher
Robin McWilliam The University of Alabama Cami Stevenson Multnomah Early Childhood Program, Portland, OR
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Supporting Young Children and
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Outline
- Assumptions
- Challenges
- Practices
- Principles
- Situations
- Conclusions and Questions
Our Target Audience
- The classroom teacher of a child with disabilities
- Limited contact with families
- Expected to check in with families
- But this works for anyone working with families virtually!
Our Assumptions About Virtual Support
- Futility of teaching young children, especially with disabilities, online
- Their engagement duration is too short
- Learning happens best with children’s manipulation of objects and movement
- Children following directions online is a joke
- But you can support families online!
A simple concept: Learning opportunities
Challenges
- Your background is in teaching children, not working with families
- Children aren’t coming to you: You’re “going to” families
- Children aren’t in classroom routines; they’re in home routines
Practices
- Assessing needs
- Determining priorities/outcomes/goals
- Making virtual visits
- Making virtual visits
Assessing Needs
- Engagement
- Independence
- Social Relationships
![Image45]
Definition of Engagement
- The amount of time
- A child spends interacting
- With adults, peers, or materials
- In a developmentally and contextually appropriate manner
- At different levels of competence
3 Kinds of Goals
- Child goals
- Child-related family goals
- Family-level goals
Participation-Based Goals
- Dolores will participate in breakfast, play time, and dressing time by naming colors correctly.
- We will know she can do this when she correctly names the color of three differently colored objects at breakfast, one play time, and dressing time in 1 day for 4 consecutive days.
See Steps to Build a Functional Child Outcome and following pages, in binder
More Examples
![Image45]
Rose will participate in car ride home, circle, and centers by using 2-word combinations.
We will know when she uses three true 2-word combinations (i.e., combining two ideas, such as noun + verb) during each of these 3 times of day on 5 consecutive days.
Sam will participate in going to school, going to the
![Image45] R. A. McWilliam 2014
Acquisition Criterion
Frequency
Duration
Distance
Volume
Paula’s Goals
- Use 2-word phrases
- Participating with family (cooking, playing, eating)
- Make choices (dressing, and water running meals)
- Henry keep hands and feet under control (breakfast, dinner)
- Family conversation at dinner
- H sit down at dinner
- Asking questions—car ride (dressing, car, going out, dinner)
- Fam play time together (free time—all 5 or 6 of you)
- No freak out with poop smell
- Brush teeth
- Go to potty by himself
- Find out what’s going on with H?
Making Virtual Visits
Routines-Based Home Visits
- Agenda
- Develop strategies
- Focus of visit
- Plan for next visit
- Review interventions
- Child demonstration
- Caregiver demonstration
Family Consultation
How we work with families is highly important!
Caregiver-Mediated Intervention
Sequence of supports
Profes-
Care-
sional
giver
Child
Use family consultation
Use incidental teaching
Child learns to be engaged, independent, and social
Family Consultation
- Pro gets contextual
information from caregivers - Pro makes suggestion
- Pro gives information to caregivers
- Caregivers determine whether they understand
- Demonstration by professional optional
- Parents assess likelihood of success
- Parents assess feasibility
- Written down on NSF
- NSF or matrix to determine next topic (goal)
Expert vs. Collaborative Consultation
Expert
- Comes with agenda
- Needs to interact with child for the truth
Collaborative
- Family sets agenda
- Gets authentic info from
Hoosiers Rule for Family Consultation
“How many times we gonna pass the ball before we shoot?”
“Four!”
“How many questions we gonna ask before we make a suggestion?”
“Four!”
Principles
- All the intervention occurs between visits
- The two-bucket principle
- Who’s child is it?
- The purpose is to build family capacity
- Collaborative versus expert consultation
- We have an ethical obligation to provide information
Assumptions About Families
To avoid:
- Families are overwhelmed
- Families need our guidance
- Families don’t know how to teach – kids learn from their parents whether we want them to or not
To embrace:
- Families are competent adults
- Families are the decision makers
- Families teach their children
Situations
- 80%: Families welcome help
- 10%: Families have other priorities
- Once they see persistent caring…
- You need to get on THEIR page
- 10%: Families don’t know why you’re involved
- Let them go
Types of support
- Emotional Support
- Material Support
- Informational Support
Conclusions and Questions
- Come back to our principles
- All the intervention occurs between visits
- The two-bucket principle
- Who’s child is it?
- The purpose is to build family capacity
- Collaborative versus expert consultation
Questions?
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