On the Same Team! Strategies for Supporting Parents

chris i'm going to have you if you don't mind monitor the chat i see chat's popping up but um just let me know if there's anything we need to take a pause and answer a question or talk about so as part of that process we also had at kits within most of our larger buildings so that teams could try out the at kits we also had trained at liaisons within buildings who could pretty much problem solve you know a lot of the simple programming or issues that might come up so when we were called in as part of the at assessment at that point often the team had already tried multiple things and we were coming to maybe help with the next step or neck direct next direction or maybe a different device that they didn't have access to so that made our jobs a lot easier and the other piece about that is often the families already had some familiarity with the team building or with the buildings and the teams and so they felt more comfortable being able to communicate and talk to people they already knew versus me coming in who didn't know their child and didn't have any experience or background history with the family the one part about at assessment is that there isn't a specific test for a t and so just working as a team with the families being part of that team as a dynamic process and if it's not collaborative then the team members including the family may not be invested if they don't feel like they were part and that they were involved okay so when you start that process and you begin trialing systems and devices it's important that the family and the caregivers are also trained on what you're trialing so we would have our meeting and then immediately after the families the family would stay and i would train them on that device i would do some simple programming because we're just trying but some things that were maybe key vocabulary that would really highlight the system and use at home and then making sure the families had access to the systems trialing at home and then being having open communication during those trials so you know checking in and seeing how things are going both with your staff and then also with the family to see how the process is working and just having good dialogue and communication during the process so everyone feels like they're part of the decision and on board so once we then um have finally chosen through the process in ac device or at device and added it to the iep then we look at the implementation plan and the training and so we do know that all adult learners come to new learning from previous knowledge past experiences and their cultural beliefs and so we need to look at that as well as what type of learners adult learners are as we're trying to teach them and help support them and give them strategies about implementation in aac so the format learning system was developed by bernice mccarthy and since i am a big early interventionist it's also something that's used a lot in hanon and we're just briefly going to talk about some of the different adult learning styles but all of us may have components of different learning styles but many of us have one learning style that tends to fit us best and so the parents of the children and caregivers that we're working with may have a style that works better for them and that's why having some feedback and dialogue can really help and encouraging your teachers and slps to be aware and have that open communication so that we can help them with next steps and learn in learning so if we take a look at imaginative learners they learn best from situations that are related to their personal experiences they need a reason for learning um sometimes they need some time after they're presented with information to kind of process how the new information fits with the old information they already know and their question that they might be asking is why we have the analytic learners and they like to see the research they like to see the facts they like to hear the experts they may want you to you know to show them or have experts show them videos of modeling and this is how you do it this is what it looks like and their big question is what next one is common sense learners they want information and facts but then you know they want to know the why they want the information facts but then they really want to be hands-on and these learners may benefit from time to try out the skill but then may also benefit from some coaching and feedback and their question is how and then dynamic learners take action and like to discover things independently through trial and error so they like to maybe just try with the device for a while and then come back with a check-in um and maybe some more feedback and coaching as well and their question is what if so i um i love the aac coach kate mclaughlin she has a facebook page and she also has files she has a separate facebook page with files but she has a lot of very friendly parent um memes such as this that you can share with families but really when we start talking about aac with our families helping to give them a bit the big picture and yes you might have more success and it might be easier if you have something with four choices you might get a better outcome right away or better output um but really trying to help parents see that it's a marathon and not a sprint it takes time to learn a new language and that's really what we're doing we're teaching these kids a new language and they as caregivers are learning a new language too um and the rationale for why we put forth the effort because of what we want our long-term outcomes to be so because we know that parents come from you know to new learning from past experiences one of the things in the training that i always like to to just throw out there right away is aac myths and i know we're all familiar with those but parents are still hearing them and so just letting them know that no aac will not hinder speech development if anything it will increase their verbal speech young children benefit from ac you don't have to reach a certain lay age there aren't prerequisites to aac and so i listed just some um some links there to some different information one is from asha um just about myths and might be helpful to share with families and also just letting them know that aac implementation takes time this i know probably most of you have seen it's very popular and you see it at many conferences but for a lot of parents that i've worked with this has been their aha moment you know they may have other children and um they understand that we talk to kids for a very long time before we expect them to say something back so 10 months 11 months 12 months 13 months we're still talking to them and we don't stop talking to them when we don't stop giving up on them and so for parents to recognize that they have to talk to their children using their system in this new language and that if only the speech therapist does it for 20 or 30 minutes um a week twice a week then it would take 84 years to reach the same level of language input that an 18 month does when we speak to them and typically so a lot of times for parents they tell me that that's kind of a big a big piece for them and it helps them recognize why they have why it's important for them to be involved and why it's important for them to learn to model the system too so we get to modeling or partner of mine augmented input or aided language stimulation there's lots and lots of terminology for the same thing in our fields and basically teaching parents to talk to their children using their device we know that it's one of the biggest predictors of aac success so it's really important that parents understand it and that we teach it to them um looking at parents background knowledge if a child has had aba or you know worked with someone who is teaching them a manned model we want to explain to them that a manned model is very different than the modeling we're talking about sometimes a parent might pick up and say model oh yeah i know what that is that's where i say what i want them to say and then the expectation is they say it back to me and so i always try to just differentiate that between that with parents to let them know no what we're talking about is we're talking to them using their system with the opportunity to say something back not the expectation that they have to say something back and what they say back we're giving them some ideas they can say back anything they want we want this to be their own voice not something that we're telling them what to do and so because there is such different language with this really important strategy parents i'm part of a lot of different parent groups as well as i help moderate the partner augmented input at home facebook page with jill center and matt bod and they tell us that this gets confusing for them so you know one year the teacher might talk about partner augmented input and then the next year they're talking about aided language stimulation and the parents think that those are different things and have to learn something new so i do think it's beneficial if possible if within a district you can pick this is what we're going to call it and this is what we're going to tell parents it is this is the the terminology and language as a team that we're going to use so that it doesn't get more confusing than it needs to be the other thing um that worked really well in our co-op is we would start a shared folder with the parents and so we would put whether we did this all as one big training or whether we staggered them we would put the information on modeling and myths and the information that we taught them into a folder a shared folder so we knew what they gave them and we knew how we could build um without you know talking about the same thing or changing the language so there's a whole bunch of resources below for information that you could possibly share with parents or create your own regarding modeling the next thing that i think is important to teach parents is the aac prompt hierarchy and again there are lots of different prompt hierarchies out there if you can try to choose something consistent or make your own for your district just so that you're all using the same language i think that can be very helpful the aac prompt hierarchy as a parent i think can make it a lot easier to understand iep updates because if i get an update for my son saying using maximum prompting he's initiating at this level or with minimal prompting sometimes that can mean different things to the provider and it might mean something different to me as a parent but if the speech pathologist says you know given indirect verbal prompting 30 of the time he initiates then we're on the same page i know what that means i know what that level of prompting looks like and i know how i can help support him at home and what and i can also relate to the teacher back oh well that's really interesting because i find that he is using a direct visual cue now all parents are not going to do this that is for sure but if over time within the district you are going to keep using the same language there's a better chance that you can be on the same page with what is benefiting that child and so again there's a bunch of resources here on at least the aaz prompt hierarchy because as at professionals you are super busy um you know trying to find ways to maximize your training time so you know if i had a student who was maybe just changing systems but and there might be a few easy changes and updates to the system but they were a pretty proficient user then i could train the student and the caregiver at the same time or if the caregiver couldn't be there i could take a video and share with the caregiver what i was showing the student we can train staff and caregivers at the same time especially since right now a lot of our learning is online so it might make it easier to try to have that training occur at the same time and then training caregivers together and that actually is my favorite way to train caregivers but we'll talk about that in a little bit a little later some strategies again i talked about having that shared folder in that folder i like to put out the handouts put in the handouts of you know those few strategies that we talked about as well as a video of the child system and just kind of giving a brief overview of the organization of the language again this could be you know something that you already have made and you share with anyone who gets this new system but i do like to also highlight the areas that can be customized within the system so here's you know where you can put people their aunts and uncles and here's where you know we can add their favorite places to go um sometimes after the the set meeting or after the iep meeting we'll sit down together and do this together um in person but it is nice to have also a video of the system if possible and then i also like to talk about so those are the areas that can be customized and these are the areas that we really shouldn't change anything um unless we have a conversation about it because that's gonna help it's meant to be there for that reason it's gonna grow with their system and a video of the child using the system so i know that this might be really hard right now if you're doing remote learning although there are other positive benefits to doing remote learning but if you are able to get videos of the child using the device and you have the consent for that sharing it with the families is really helpful and especially for those learners who need to make that connection them seeing their child use this system can really help spark ways that they can use the system with them at home too so having some of those mini tutorials ready to go interpreted if possible um and if needed and you can stagger these so we used to kind of distribute them to our school staff and then we would let them know you know like can you send the next one out in two weeks and kind of stagger some of those tutorials um and again the shared folder can also help just with other providers that are outside the school district to to for the parents to share with them too and it's easier for me i'm not the most organized person and so instead of trying to look with my son's let's say his pt is like oh and what was happening with this and i have to go back to you know my email and try to pull out pieces if it's all in the same place it makes it much easier to share information so again this is from the aac coach letting parents know that it's okay to not have all the answers it's okay to start small the most important thing is maintaining and developing that relationship with your child it shouldn't be work it should be using their system and things they're already doing in the day you know when i talk to my kids it's not always with exclamation marks and speech bubbles and something exciting i talk about boring and mundane things and that it can it's just talking to them like we do in our regular regular language to value our child's autonomy so as much as we want to be as parents to be able to have our kids say what we want them to say most of the time they don't especially now that i have 16 year olds and so to value their autonomy value what they're saying this has to be looked at as their voice if it's looked at as answers to a test or what the teacher wants me to say or that mom wants me to use my manners only it's not going to be considered as their voice so to model to be kind to yourself to keep going after we give you know the information on the why then kind of giving them some incremental small start steps to get started and it can be overwhelming for the student and the parent learning to learn a new language and it's okay to start small it's okay to make mistakes so i tell my families you know it's it's fine don't worry if you can't find something let the child know what you're doing you know say i'm looking i'm looking hmm i wonder where this would be let's see um is it under categories trans you know vehicles no no it's not shoot because that is what the child is doing is they're trying to figure out this system too so sometimes i think it's even better when someone is just learning and trying to model and find language because that's what the new aac user is doing also um with pod we often sometimes say to families and teams is the first thing is just having the system present so for the first week just problem solve having the aac device near the child for that week don't touch it and of course you know a week or two later some families are like oh i figured that out right away and and i touched it i you know i learned how to say a couple things to my child and some families are like we finally figured out how to how to carry it with us so everyone's going to be at just a little bit of a different level and that's why having that open communication and dialogue is so important and teaching our team members teaching their teachers teaching their slps how to have some of that open communication and how we can support our team members by giving the resources having them available for them to share with their families as well as you know teaching them about some of that dialogue and so looking at next steps you know every district might do this differently you might have a strategy of the week communication focus of the week core word of the week one thing i noticed when i was going um because as a co-op there were many districts um that were part of the co-op and so i noticed sometimes that teams and classes and buildings were doing an awesome job of this but they weren't always sharing with families and so if you're already doing it just you know encouraging the teachers to also share that with families not that it's homework not that it's something extra for them to do but just so they have the knowledge that this is what's happening um and they can use some of that same vocabulary and practice it if they if they choose to um and so here are some examples of what some small steps might look like this is from university i'm sorry children's hospital of richmond in virginia and there's a link at the bottom but if you're working with young children it gives different ideas for how you can provide modeling within specific child activities and the link at the bottom if you click there's ones for many many different play-based routines that give some examples that you can send home to families in pod we when we're starting small we might say you know this week we're going to focus on the communicative function of commenting and expressing opinions so when we're modeling this week we're we're going to try to find you know i like it i don't like it it's boring it's yucky it's good um so kind of teaching families to implement a new pragmatic branch that you should be able to use all the time and then like i said there are lots and lots of resources so that i enlisted some at the end that have like core vocabulary of the week um core vocabulary of the month um so if that's the implementation that your district does there's lots of resources to share with families with that as well so supporting families what are the priorities for the families and how can you support that for buy-in having that open dialogue so that before there's you know and so there's not a communication breakdown and you can fix things before it becomes a big problem some of these pieces do take some time but i feel like the the time for some of that dialogue and open communication makes things easier down the road if you can support a parent in using the system and and support the team in using the system although the child may change and everything is dynamic you're still working together and you can see what's happening and talk about next steps for those changes supporting families giving opportunities for other parents to connect and introducing them to aac role models i've found have been really helpful as a parent of a child with complex communication needs communication from my child's team is is means so much to me because he has never been able to come home from school and communicate in the same way that his brother and sister have and so this is what his collaboration meeting notes looked like he was in gen ed from kindergarten through sixth grade and so he would this jenna teacher special ed teacher and the team would meet for him and anyone else um twice a month and they would pre-plan for what was happening next and they would send those home to the families so that the families would know too about you know what is the topic going to be in science what is the topic going to be you know what books are they going to read um what is the core vocabulary going to look like and not for extra homework for the families but so that as part of you know it was helpful for me because i would say oh you know we're going to be talking about halloween and pumpkins and so when we're doing our natural family things like carving a pumpkin and whatever i'm reiterating that language that's going to be part of what they're learning next and i also realized early on that unlike my other children who are coming home with worksheets and work all the time with my son that didn't happen i was getting these great support notes but i didn't see work coming home unless it was an art project that maybe he had didn't really look like he did a lot of it and so we talked about that and he was in always a class with his brother or sister so i knew that it was happening um but one thing that we started doing and i started doing then with children who are on my caseload is with those worksheets he was using his device we didn't have time to at that time he was using a dynavox to set it up with you know access i.t and print out out and things like that but instead the person working with him would describe what he wrote so i would always know if it was underlined that was what he said spontaneously and then in parentheses the person working with him would put what they modeled after so and sometimes when they modeled something it would change and so i would be able to see that too instead of you know him saying not something on the device but never seeing come home what the actual work was and there's a lot that i think for someone's self-esteem that happens when you bring things home you know kids want to bring something home with a sticker on it or an a-plus and show their parents and so when you don't ever have anything that's yours to bring home that can be really hard for the family um as well as i think for the child's confidence so another piece for communication that we would use is especially for kids who maybe didn't have easy systems to use like we're using two-step scanning or partner-assisted scanning but we would start a communication book back and forth and not writing down everything that the student said but some unique things so here's just an example of that community of a communication book of a student of mine um you know where c was the paraprofessional that was working with her and she said i forgot my glasses again and then s savannah said you're looking good and then she said you go outside today and she said yeah and then said awesome in her book so as a parent i love hearing about my son's communication during the day and again it was not writing down everything they said but something unique or different and then the parents would also write back something unique or different that the child would say like wow you know savannah said the coolest thing today one it's great for language samples but two it also just helps kind of get an idea of of what things are looking like across home and school and so the pair of professionals that i worked with um when i was part of the at team we would come in and do trainings for the teachers in paris some of them they they really enjoyed this and they enjoyed getting the feedback from the parents too and so some of them did seemingly write down you know everything the child said um because it meant a lot to them to share with the parents and also for the parents to get it back talking about aac role models and i think that's one of the benefits now that some of us are in remote learning or hybrid is that parents are able to see other children in the classroom and see the way that they're communicating that maybe their child is not doing yet one of my friends who's a teacher she said that's been kind of one of the coolest things that she's seen savannah who is the girl on the right is in her classroom and she's a really competent aac user and so while they've been in remote learning for the families to see savannah communicate they started reaching out to the teacher for more information on okay well what else can i do to implement this at home you know now i i see for those learners who need to see and make that connection now i see what that looks like and it's someone who looks like my child and so how seeing an ac role model can be really big for families in the middle is my friend brad and i've been friends with brad for over 20 years and he has been awesome as an ac role model he would come into the high school i was working at and chat with the students and you know let them ask questions about you know what he did after high school and ideas for them and talk back and forth but we also usually about every other year we would have brad come and talk to the staff as well as invited families and so you know you might have a family with a child who's in kindergarten and for them to see like okay he his body looks kind of like my child's body and you know look at how successful he is he brad um has college degree he's the designer um there's a whole bunch of text on his picture because he calls himself the aac man and he since he's a designer he has rigged up his chair to do like everything possible um and so seeing a long term you know savannah is a peer as an aac role model brad is a long term role model and then sometimes little cliffy who's on the left seeing someone who's just a step above um can also be helpful so cliffy is four and he is blind or has cortical vision impairment um said 16 surgeries very medically involved but he's really good partner assisted scanning user and i have a three-year-old who um you know mom's a little she's struggling a little bit because her daughter's not always very clear and um she's having a hard time seeing where communication is going so with their permission i connected them to each other and you know cliffy didn't look super clear at three either so to kind of see oh you know it's it's worth putting in the effort it's worth the work we can i see now what it can look like um so i mentioned before that i especially enjoy training families together because giving families opportunities to connect can sometimes help them form their own support groups and i feel like any of us who have been through something unexpected um you know maybe breast cancer or something like that we have our experts we have our team members we have the doctors and nurses but when you're able to talk to somebody who's going through the same thing and living the same daily life as you are it it can really help um with understanding of that of what's happening as well as working together towards you know supporting each other so on the far right is zippity zoo day we used to in our community in chicago at brookfield zoo we would have a big day where we invited ac users from all over to come to the zoo and then from that group the group to the left the chicago seven formed and that group has been ongoing for many years and they now split into two groups and at northwestern um hospital the physiatrist there saw the benefit and she started and i have something to say group with her speech pathologists because it's not easy when you aac is not natural so we can't turn on the tv and have our kids see aac and we can't go to the mall and know our kids are listening to aac and so this is something that is not natural that parents it's extremely beneficial for them to learn to do and if we give them opportunities to to network they can help form those groups to support each other i usually have preschool and the early elementary ages i would do about three trainings for parents and it was really cool to see the connections that parents made just from seeing each other more than once and those families on their own started their own support group as well um and so having someone else who can you can talk to who's going through the same thing is really helpful so remote learning and i know some might be doing all remote some may be doing hybrid but it definitely provides new opportunities for collaboration we're able to to finally see at the same time what's happening parents can see other students using aac and parents can get an opportunity to see the modeling in the classroom and hopefully not just for specific academic tasks but also in natural opportunities and so for aac users and for a parent we want when we're modeling we want them to think like oh aha that's something that i could say and spark the motivation for our children who are using aac there are many different ways to model aac remotely so you can use editing or emulation software and i have a list here all of these companies either you can download their editing software for free or if you have your speech pathology license you can get it for free so that you can model in remote learning i liked as an at provider to to help support my teachers by asking them if i could teach a lesson so as a speech pathologist i would teach the group speech lesson lesson and i think sometimes that was hard for um teachers to see how then they could model because the speech lesson is of course supposed to be speech so it made sense that there were all these opportunities for communication and lots of modeling but i would ask the teachers to to tell me what was their hardest subject that they found to model and i would go in and teach it and just give examples of not from a scripted plan of how in natural opportunities i could use modeling for communication and i think we can also do that with families too so depending on what the curriculum looks like and how much time you get to connect with the family but i think if there are those opportunities for team members to help families like what is one area that you're really struggling with and then to help model and and show them that or maybe pick a routine activity what's one activity that you're doing that you're really struggling um to model with and what's so cool is with remote learning you know we're seeing parents a lot more frequently and in their natural environment which we've never been able to do before so if we have if you're using zoom um one of the other things that can be helpful is using the breakout rooms so if the general general education teacher is teaching the class then you can have a breakout room when it's time to do work maybe with the special education teacher or the speech pathologist and they can model how the child can participate in the activity there's opportunities for co-treating that there hasn't been before where you know maybe speech is now working with ot and the family and speech can model for the ot how ot might be able to implement the ac system into their activity which then hopefully translates to the family of you know maybe it's a functional daily skill of how the family can use that in that routine sharing information beforehand can be helpful for families as much anxiety as professionals have with being online i think parents definitely have that anxiety too and especially when your child has complex communication needs it can be hard you know sometimes my son says something and the class doesn't hear it because you know they they didn't hear it with his device um current situation is my 16 year old when the teacher asks a question he puts in his message with you know puts in his message has it in his message window when it's his turn he deletes it and turns his device over so that is obviously something that we are problem solving but it's stressful it's stressful for parents it's stressful for providers and so you know if we have a little bit of an idea of what's coming next i think it at least can help us and it can help us prep our kids um of of what's coming next and sharing information beforehand sometimes when i get parents who are gung-ho when we you know provide information then they're like oh my gosh we need to put all these words in their device and so this is usually a later skill that i try to teach parents but teaching parents to redefine so that you know you do not need to put all those words in their device and we can teach you how to redefine on the on the fly um so that they your child can still participate in the remote learning but we don't need to um to add that word and also teaching parents again this is usually a little later strategy but teaching parents how to do on-the-spot programming um so programming in the moment when needed not for um you know vocabulary that you're not going to see again but for vocabulary that might be really important to that child um because on the spot programming we know is really meaningful to the child because it happens in the moment and it's a lot easier for them to make the connection with it at that time the other thing is you can remote access in there are a few different ways that you can do this one is teamviewer which is a hipaa compliant way to remote access into their device so you can remote access and and help program or fix things if there's issues that are happening here's just some examples of the redefining this is the descriptive teaching handout from the living center in australia and there's a link for gail van tadenhov who's the one who kind of created the descriptive teaching here's an example of what a more structured descriptive teaching might look like like climate whether in a place but as a parent there's probably going to be well there are going to be lots of times where a word isn't there and so if you can teach them how to just to use descriptive teaching that can be really beneficial for the child and family coaching um so now that we are doing remote learning in many places it's a great opportunity for helping to coach the parents we have a better idea of where they're at i have some parents who are afraid to touch the device and i have some parents who i feel like should have been a t speech pathologist because they're amazing so everyone's going to be at a different level i think being flexible is really important um respecting caregiver signals and giving specific feedback that we can build over time so instead of just saying great job you know you can say wow i really like the way you waited there and gave an expectant pause and then did you see that that tied into john then initiating you know so giving specific feedback so that they also you know can see how their efforts are helping and want to learn more so there's a few um links here to parent coaching jail center matt bod um have done some research on that efficacy of that and they this is actually a class that you can take that's pretty cheap i think it's 15 and you get ceus for it um but on on specific parent coaching so what if the caregiver hasn't back in or feels overwhelmed i had this happen a lot and the biggest thing i think that all of my families did not did not buy in for sure um i would say like 20 to 30 initially did not but i tried not to give up i was lucky that when i became part of the at team i also still had a very small case load and so i try to encourage who that i saw for many many years and so i try to encourage teachers and teams to um you know not give up there are times when we are ready and accessible for learning and there are times when we aren't if our kids are having big medical issues happening if you know there's something happening in the family if they're concerned about something else they may not be accessible for learning at that time and so what i would do is i would just keep sending home you know samples of what their children were saying keep sending home little video clips of what their child were doing and one family it took two years the the mom came in she's like okay i'm ready to learn another family it took four years the the mom came in and she was like okay like i'm it's time i'm ready to learn i see that you know they're communicating so well at school and i haven't wanted to bring the device home so you know i think all we can do is just keep sending home information and hopefully at some point they will buy in here's some resources specifically for families that you can share with families if they are interested in seeing more families modeling for their children at home so there are some resources there as well as a whole bunch of references there's like becca eisenberg she has great little videos that are i think would be really helpful to share with parents on partner augmented input and descriptive teaching and things like that there are lots of resources out there um so not really having to reinvent the wheel but to use what's out there and make it your own and i would love to hear if there's any questions or if you have something that you feel it has been really really helpful in connecting with the families that you're working with you also please feel free to reach out to me anytime if you have questions but um i do think that it takes time in the beginning but once the parents have bought in and are implementing at home you're it's really exciting because you see more positive outcomes and long-term success do we have anybody who would like to maybe comment or ask a question it's been a pretty great group today lots of great ideas though thank you rebecca you're welcome yeah and i think it's a you know it's okay to start small too so i mean these are ideas that happen over time and they're you know they were not implemented right away so we started with one big parent training and then having many handouts ready to go then we started with you know so i think it's just really you know it it doesn't have to be things that you start implementing them all but just some ideas and i do think the biggest piece is just getting parents involved from the beginning those preschoolers that started you know with the set framework and started with at assessment they often didn't need a lot of training later until we were moving to new systems but they already had the foundations for um aac implementation oh and i see somebody asked that is there a handout and there is um there is a handout that should have come with your email but um if not feel free to email me and i can send you another one it should have gone out earlier today i believe but we can send it out again okay well if there's no other questions thank you and i appreciate the opportunity to get to talk to you today thanks again rebecca all right thank you bye everybody

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Id: pvkldA3A6Uc

Length: 47min 56sec (2876 seconds)

Published: Thu Nov 19 2020