Module 5 Flashcards
underlying philosophy: families at
transactional model of comm. development:
what characteristics of cergiver-child interaction are likely to support child lang. development
amount of
re…
quality of
use of
center point
parents become facilitators of their child’s comm.
interaction - more better when high quality
responsiveness
quality of input
use of lang. strategies
Attachment:
root of ? and at heartof ?
if child’ basic needs are met =
if not met =
interpersonal relationship / comm. between child and caregivers
safe and secure and ready and able to learn
unsafe and insecure, not ready or able to learn until met
Part of roles as SLP in EI: support the ?
safe, securely attached and positive comm. interactions between caregivers and children
infants learn that comfort and secure comes from parents who accurately ? and consistently? guiding uncertain parents to recognize these important early comm. cues from infants will help?
read comm. cues infants present and consistently respond to them
children and adults become positively attached
Working with caregivers:
classroom/teacher style
-influences child learning in following ways
directive: dominated by ? and closed ? eliciting ?
interactive: preferred and includes ? to facilitate ? ? and ?
adult conversational interactions, commands and closed questions elciitng yes/no responses
child-oriented techniques to facilitate child-adult conversations, open-ended questions and balanced turn taking
tools to increase interactive classroom style:
teaching staff to ?
following
keep questions
minimize use of
utilize child’s
wait and listen for child’s initiation or turn
child’s attention
appropriate to language level
rhetorical questions
peers to facilitate interaction and lang.
Key takeaways:
incorporate parental
successful collaboration with caregivers can be aided by ?
teach specific skills in context of ? to introduce slowly with only
priorities into tx planning
active listening and collaborative planning
familiar activities and routines to introduce slowly with only 1-2 strategies per person
Caregiver coaching:
coaching is an adult
-coach promotes learner’s ability to
goal of coaching=
learning strategy
reflect on actions and develop a plan for refinement
build caregivers confidence and competence
Coaching is ?
presumes that learning takes place in the context of
first priority
second priority
third priority
relational
relationships
caregiver-child
caregiver interventionist
child interventionist
Coach’s role is to provide ?
-examine and reflect on
apply
problem ?
supportive and encouraging environment in which coach and cargeiver
-what is happening now
-apply new skills with feedback
solve challenging situations
Mechanism for change:
how does coaching a caregiver result in change in a child:
collaborative
bidirectional
coach helps caregiver become aware of what is
responsibility for implementing action lies in part
caregiver makes ongoing
entire process is focused on
relationships
accountability
needed to make change
of caregiver
commitment to move forward
results
Coaching process:
joint planning: you and caregiver agree on what to do ?
ensure caregiver is active ?
in between coaching session
participant and using new knowledge in between visits
observation:
watch what
model
discuss what you are going to
ask carrier to ??
reflect with caregiver on how your model ?
caregiver is doing
skill or activity building on what caregiver is already doing
do with child
observe and describe
matched what they were trying to accomplish
action/practice:
opportunities for caregiver to use what they learned during
happens when you are
can be
builds caregivers ?
during coaching session
there or not
planned or spontaneous
competence and confidence
reflection: provides caregiver opp. to analyze
typically during ? ask them ?
What they are doing and refine knowledge and skills
visit ask them what did or did not work then together generate alternatives
