Parent Participation Sessions. Lillian Henderson, MSP, CCC-SLP, LSLS Cert. AVT Kathryn Wilson, M.A., CCC-SLP, LSLS Cert. AVT Carolina Summer Institute June 15 2011. Principles of LSLS Auditory-Verbal Practice…. 1. Promote early diagnosis of hearing loss in newborns,
Lillian Henderson, MSP, CCC-SLP, LSLS Cert. AVT
Kathryn Wilson, M.A., CCC-SLP, LSLS Cert. AVT
Carolina Summer Institute
June 15 2011
1. Promote early diagnosis of hearing loss in newborns,
infants, toddlers, and young children, followed by
immediate audiological management and Auditory
2. Recommend immediate assessment and use of appropriate, state-of-the-art hearing technology to obtain maximum benefits of auditory stimulation.
3. Guide and coach parents to help their child use hearing as the primary sensory modality in developing listening and spoken language.
4. Guide and coach parents¹ to become the primary facilitators of their child's listening and spoken language development through active consistent participation in individualized Auditory-Verbal therapy.
5. Guide and coach parents¹ to create environments that support listening for the acquisition of spoken language throughout the child's daily activities.
6. Guide and coach parents¹ to help their child integrate listening and spoken language into all aspects of the child's life.
7. Guide and coach parents¹ to use natural developmental patterns of audition, speech, language, cognition, and communication.
8. Guide and coach parents¹ to help their child self-monitor spoken language through listening.
9. Administer ongoing formal and informal diagnostic assessments to develop individualized Auditory-Verbal treatment plans, to monitor progress and to evaluate the effectiveness of the plans for the child and family.
10. Promote education in regular schools with peers who have typical hearing and with appropriate services from early childhood onwards.
Areas typically covered:
Auditory Learning/Audiological Management
Development of Inner Discipline/Behavior Management
How many goals are typically covered in a session?
Which comes first…Selection of goal or selection of activity?
Selection of strategies…
Skill-based or Theme-based
Child’s interests, learning style, and age
Including others (siblings, extended family) when appropriate
1. Review---Sessions begin with asking parent(s) specific questions about child’s progress and quality and quantity of home carry-over since the last session.
2. Goal 1 & Activity
State the goal to the parent
- be brief
- use parent friendly language
- refer to the source of the goal
- tell why this goal is important
3. Goal 1—(continued) Model the strategies you want the parent to learn.
State the strategies that you want the parent to practice.
4. Guided Practice
Therapist takes two or three turns, then turns the activity over to the parent
Therapist takes a turn, parent takes a turn, therapist takes another turn,
Therapist uses target strategies in a play activity one day, parent does it the next
---Give feedback- find something positive and “shape” the behavior from there
5. Independent Practice
Parent practices strategies until he/she is comfortable without prompting
Encourage positive self-evaluation
6. Repeat #2-3-5 for each goal and activity.
7. Parent Information Session
8. Closure (2-3 mins.)
If the parent has not yet recorded the goals and strategies, now is the time to do this.
Let’s think of some ways we can encourage the parent to record the information in writing.
9. Have the parent tell you what he will be working on this week.
“Why don’t you tell me what you’ll be working on this week so I can check to make sure I’ve made myself clear.”
“I want to check to make sure I’ve stated our goals clearly. Tell me your understanding of what you will work on this week with Julie.”
Last five minutes of weekly sessions (child plays independently)
At a separate time from weekly session (child is not with parent)
Use Parent Information Session Topics handout to insure all necessary info is covered
Use handouts, videos, audios, books, other parents, websites as resources
Communication Options/The Auditory-Verbal Approach
Audiological Management/Hearing Aids/Cochlear Implants
Behavior Management/Development of Inner Discipline/Effective Parenting
Refer to handout for complete outline
Expertise in the Auditory-Verbal approach
Skills in teaching parents
Question: “Am I skilled in teaching adults?”
Areas where we need more training:
Providing clear information
Providing specific feedback
Open to feedback from and dialogue with parents
What do you know about adult learning from your own experience?
Think of something you learned as an adult that you are good at - how did you become competent?
Think of an unsuccessful learning experience - what went wrong?
What do we know about the characteristics of adult learners from the literature?
Seek education that relates or applies directly to their perceived needs
Learning must make sense
Learn best in a democratic, participatory and collaborative environment.
“Adults respond most favorably when they are actively involved in designing and implementing their own learning.”-Lowy, 1983
Adults vary in their confidence level, intellectual ability, education level, personality, and cognitive learning style.
They learn at different rates and in different ways:
Right brain vs. Left brain (Rose and Nicholls, 1997)
Visual vs. Auditory vs. Tactile/Kinesthetic (Brandler and Grider)
Reflective, Creative, Practical and Conceptual Thinkers
Coaching and guidance that is relevant and clear to help them meet their goals
Working knowledge of the stages in listening, language, speech and cognition and strategies and techniques that promote the auditory learning of the child’s goals
Practice and repetition
Intervention that fits their learning style
Active, consistent participation
To be shown respect. Practitioners are open to feedback from parents
As adults who are goal oriented and seek education that relates or applies directly to their perceived needs
parents will work toward weekly goals when they are CLEAR about what those goals are.
As adults who are self-directed
parents will use hierarchies of normal development to select goals WITH the therapist.
parents will use effective strategies,
As adults who learn best in a democratic, participatory and collaborative environment
parents feel their abilities are valued when the professional provides feedback by pointing out a parent’s strength and then shaping the behavior from that point.
parents feel empowered to disagree with the professional.
parents will ask questions when they don’t understand.
As adults who vary in their confidence level, intellectual ability, education level, personality, and cognitive learning style parents will grow in their capacity to be the child’s primary teacher
if the professional does not feel that he/she must always be the one with the answers.
parents are guided to discover answers to questions.
If the professional asks questions to highlight the parents’ knowledge.
You like to begin each session with a quick review of how the parent has been practicing current goals, strategies and techniques at home. The parent seems uncomfortable trying to respond to your inquiry and indicates that finding time to carry-over ideas from the therapy sessions is a real challenge. You are concerned about this and the child’s slow rate of progress. What do you do?
You have been seeing 2- year old David and his mother each week for the past six weeks. In the beginning, the parent and child arrived on time for the session at the clinic where you work. Over time, the parent began arriving a few minutes late and now she routinely arrives 10-20 minutes late each week. How will you handle this?
You have just started your therapy session with little Katie and her mom and Katie has a temper tantrum. The mom states that she thinks Katie will do better today if she were to stay in the waiting room. You….
You have just demonstrated a strategy for the parent to try and ask her to give it a try. She responds that she is not comfortable doing this. You respond by…