15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
3/15/2016 | 11:30 AM - 12:00 PM | Topical Session 5 | Royal Palm 1/2 | 4 - Early Intervention
Tele-intervention (TI) is a rapidly growing approach to providing early intervention services to families of children who are deaf or hard of hearing (DHH). Designed to increase family access to qualified DHH specialists, preliminary research indicates that TI also has the potential to enhance family-centered best practices and parent engagement. Early findings, based on ratings of the overall quality of interaction in TI sessions, suggest that the medium itself may encourage best practices (Blaiser et al 2013; Behl et al, 2015; Stredler-Brown, 2015). It has also been suggested, but not yet demonstrated, that TI can support a coaching model, encouraging parents to directly engage with their children in their natural environment while practitioners at a remote location provide guidance and feedback during active observation. The study described in this presentation examines the incidence of such coaching strategies in a large and diverse sample of TI sessions.
This presentation will demonstrate and describe the results of a fine-grained analysis of parent-child-practitioner interactions during 40 TI sessions, recorded at multiple sites over a three-year period. This analysis examined the characteristics of individual interactions during TI sessions and the use of coaching strategies by practitioners. Each TI session was coded at one-minute intervals by an independent evaluator using a detailed coding rubric developed to identify a variety of types of interactions. Results showed that more than 75% of the coded intervals contained at least one type of coaching practice. This study demonstrated widespread application of identifiable coaching activities by practitioners. In addition, caregivers were actively engaged in the sessions, often incorporating suggestions from practitioners and initiating their own observations and reflections. The presentation will provide opportunities for attendees to observe, identify and reflect on family-centered best practices and specific coaching strategies through extensive use of recorded clips and group discussion.
- Describe current research supporting the use of tele-intervention with families of deaf or hard of hearing infants and toddlers
- Identify three major benefits of using a coaching model in family-centered early intervention
- Explain 5 specific coaching strategies that early intervention specialty providers can use in tele-intervention
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(Primary Presenter,Co-Presenter), The Clarke Schools for Hearing & Speech, firstname.lastname@example.org;
Barbara F. Hecht, Ph.D., is Director of the Boston area campus of Clarke Schools for Hearing and Speech and Co-Director of the tVISIT (tele-intervention) Project. She received her Bachelor's degree in Linguistics and Psychology from Harvard University and her doctorate in Linguistics and Child Language Development from Stanford University. She has worked with families of young children with hearing loss and has trained parents, teachers, pediatricians and other professionals in the field for more than 20 years. Dr. Hecht is currently President of OPTION Schools Inc. and is a regular presenter at national and international conferences on early detection and intervention, tele-services and family-centered practice. She has served in leadership roles for professional organizations and on state and national advisory committees on early intervention for children with hearing loss.
Financial - Receives Salary for Employment from Clarke Schools for Hearing and Speech.
Nonfinancial - No relevant nonfinancial relationship exist.
(Co-Presenter), Clarke Schools for Hearing & Speech, email@example.com;
Marian Hartblay, M.A.T., M.E.D., LSLS Cert. AVEd is the Director of Early Childhood Services at the Clarke Schools for Hearing and Speech, Northampton, Massachusetts. For more than 20 years, she has worked directly with children who are deaf or hard of hearing and their families and collaborated with early intervention agencies. She has recently expanded her practice to include tele-intervention. She has presented nationally on topics in early intervention and building parent partnerships. She lectured in the Master’s Program in Education of the Deaf (M.E.D.) at Smith College and supervised graduate students in family-centered early intervention practicum.
(Co-Presenter), Clarke Schools for Hearing & Speech, firstname.lastname@example.org;
Janice Gatty, Ed.M., M.E.D., Ed.D., has been working with families who have deaf and hard-of-hearing children at the Clarke Schools for Hearing and Speech since 1974 . Currently she is the Director of Services for Children and Families and Co-Director of the tVISIT (tele-intervention) Project. Dr. Gatty has been on the faculty at Smith College, in Northampton, Massachusetts since 1977. There, she teaches courses in human development and counseling in the Department of Education and Child Study, and, courses in early development of deaf and hard-of-hearing children and family-centered intervention in the Graduate School of Education. The Deaf Child in a Hearing Family: Nurturing Development, co-authored with Arthur Boothroyd.