Inclusion conference .pptx - Distance Mentoring Model

8/23/11
Technology-Supported Mentoring to
Increase Early Intervention Providers’
Use of Family Guided Services and
Supports
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Distance Mentoring Model (DMM)
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Shared Vision
Juliann Woods & Emily Marturana
Florida State University
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Research & Rationale for DMM
Recommended Practice in Early Intervention:
 
Emphasis on supports and services in the context of the routines and
relationships that are part of children and families’ everyday lives
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Child-focused approach currently used by many EI professionals
Coaching does not include direct teaching or practice to support
caregiver’s skill development. Majority of time in conversation with
caregiver or modeling without feedback or demonstration.
(Wilcox, Guimond, & Kim, 2010)
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Research & Rationale for DMM
Evidence based intervention
delivered within context of EB
PD
Interactive
Exchange
of
Knowledge
and Skills
 
Flexible performance
measures adapted to agreed
upon practices and outcomes
 
Technology supports matched
to outcomes and capacity
Ongoing
Performance
Feedback
Research & Rationale for DMM
Composed of learners, content, and organization/
facilitation of learning opportunities
(Buysse, Winton, & Rous, 2009)
Actual Practice in Early Intervention:
 
 
Professional Development in Early Intervention:
 
(Campbell & Sawyer, 2007; Peterson, Luze, Eshbaugh, Jeon, &Kantz, 2007)
Partnership with State or
Program Leadership
Meaningful
and Relevant
Measurement
(Bruder, 2010; Sandall, Hemmeter, Smith, & McLean, 2005)
 
 
Expert and
Peer
Mentoring
 
Most frequently delivered in workshop-format, yet
workshop attendance does not provide evidence of
sustained change in practice
(Bruder, Mogro-Wilson, Stayton, Dietrich, (2009); Snyder & Wolfe, 2008)
+ Research & Rationale for DMM
Mentoring & Feedback:
Professional Development & Technology:
interaction and opportunities for
reflection improve online PD
 
(Kalen, Stenfors-Hayes, Hylin, Larm, Hindbeck,, &Ponzer, 2010; Onchwari&Keengwe, 2008;
Thorndyke, Gusic, & Milner, 2008; Underhill, 2006)
  Face-to-face
 
(Chen, Klein, & Minor, 2009)
is an effective tool to change
behavior in beginning teachers in classroom
settings and early childhood home visitors
Mentoring is an effective approach to PD in other fields such
as medicine, early childhood education, higher education, and
business
Performance feedback is an evidence-based strategy to
change behavior, but more research is needed on the specific
types of performance feedback (verbally delivered, written,
email, video, etc.)
(Reinke, Lewis-Palmer, & Martin, 2007)
  Video-feedback
 
Brief, systematic goal-focused mentoring is preferred by
learners
(Rosaen, Lundeberg, Cooper, Fritzen, &Terpstra, 2008; Sherin& van Es, 2009;
Summers, Funk, Twombly, Waddell, & Squires, 2007)
Juliann
Woods
PhD
CEC
RAP
at
FSU
1
8/23/11
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Distance Mentoring Model:
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How is the evidence applied in DMM?
DMM in Action: One Story
The Training
  Comprehensive, multi-component
professional development
plan to implement FCNE systematically
 
  Team
(including administrative)
and peer supported
  Technology
enhanced
individualized performancefeedback
  Capacity-building
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 
goal setting
Four Big Messages…
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The Technology
  Video cameras
  Mentoring via conference
3-Day Workshop to introduce
principles of Family-Centered
Services and Supports in Natural
Environments (FC-NE) and
develop consensus on Key
Indicators of FGRBI
  Team-based individualized
mentoring with performancebased feedback
call/Skype
  E-mail feedback
2-Day Follow-Up Workshop
  Team-based individualized
mentoring with performancebased feedback
  1 day Reflection and
Celebration
The Supports
  Quarterly Polycom conferences
  Monthly newsletters
  Administrator participation
Four Constructs and Related
Performance Measures
  Learning
is sequential and situational- both
between the caregiver and child and the EI &
mentor
Measureable, Observable, Evidence based,
Discipline free, Generic, Functional, Generalizable,
Replicable
  Active
participation in the information sharing and
decision making process increases participation,
ownership and independence
reciprocal teaching and learning with
repetition in a variety of contexts promotes
competence and generalization
 
Program Quality:
Key Indicators
 
Systematic Caregiver-Child Instruction:
SS-OO-PP-RR
 
Contexts for Intervention:
Routine Categories
 
Adult Teaching Cycle:
Coaching Strategies
  Systematic
  Clear, measureable
and value driven indicators
increase consistency of performance
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Routine Categories
Measures of Fidelity:
•  Implementation
Fidelity Checklist for
Participants
•  Mentoring Fidelity
Checklist for Mentor
Juliann
Woods
PhD
CEC
RAP
at
FSU
2
8/23/11
Home Visit Format:
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Caregiver Coaching Strategies
Preparing
  Setting
the Stage
  Conversation and information sharing
Identify priorities, intervention strategies, and outcomes to target
Explain developmental information
 
 
  Observation
  Observation
  Direct teaching
and Opportunity to practice
  Demonstration
Application & Feedback
Watch interactions between parent-child dyad
Facilitate opportunities for caregiver to practice intervention strategies
 
 
  Problem
  Joint interaction
  Guided practice with feedback
solving and Planning
  Caregiver practice with feedback
Identify alternatives to support teaching and learning opportunities
Plan for strategy use in family routines and activities
 
 
  Reflection
Mastery
  Problem solving
and Revision
  Video feedback
Encourage caregiver to identify successes and challenges
Summarize next-steps
 
 
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Sample Questions
1. 
Is there a change in self-reported ratings on the
Key Indicators over time?
2. 
Does performance-based video feedback impact
the diversity of routines early intervention
providers participate in during home visits?
3. 
Does performance-based video feedback impact
the diversity of caregiver coaching strategies
early intervention providers utilize during home
visits?
4. 
What is the participants’ satisfaction with
implementation, professional development, and
mentoring?
Juliann
Woods
PhD
CEC
RAP
at
FSU
Email Feedback and
Video Clips Sent to
Partners, Next video
Scheduled
SS-OO-PP-RR Skype
Session with Feedback
on the 4 Measures &
Video Review
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Expert Video Review,
Call or Skype
Scheduled, Clips
Prepared
Measures
  Stages
of Concern Questionnaire (SoCQ) 3x per year
  Caregiver
  Routine
  Key
Video & Key Indicators
Reviewed by Peer
Partners
Coaching Coding (every 6-8 weeks)
Coding (every 6-8 weeks)
Indicators of FGRBI (every 6-8 weeks)
3
8/23/11
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Routines: Group 13
90%
80%
70%
60%
50%
Video 1
Video 2
Video 3
Video 4
40%
30%
20%
10%
0%
Play
Caregiving Pre-Academic
Family/
Community
Comparison of Sessions Before and After PD (n=46)
40%
37%
35%
35%
33%
31%
30%
28%
25%
20%
15%
15%
14%
10%
8%
6%
5%
2%
0%
Conversation and
Information Sharing
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Survey and Focus Group Feedback
 
 
Observation
Joint Interaction
Child Focused
Lessons Learned
What we hear
 
This is the way to make change…. don’t want the peer mentorship
or feedback to end!
Excitement about consciously trying new strategies with families
 
Independent, ongoing self reflection
 
Increased confidence
 
 
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Specific Coaching
Challenges for you?
 
Fear of technology
 
Time
 
Money
Things to do differently….
Juliann
Woods
PhD
CEC
RAP
at
FSU
  Technology
choice is dynamic
  Technology
supports are essential
  Expert
mentoring supports peer mentoring
  Administrative
  Momentum
support increases participation
matters- frequency of contact
  PD
focus on coaching caregiver implementation
necessitates a focus on embedded intervention
4
8/23/11
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+   For more information about the
Questions?
Communication and Early Childhood
Research and Practice Center at FSU
please visit:
http://cec-rap.fsu.edu
 For
more information about the Therapists
as Collaborative Team members for
Infant/Toddler Community Services
Project please visit:
Thanks to CEC RAP team: Emily Marturana & Jenny Brown
http://tactics.fsu.edu
Lynda Apel, Christina Morrow, Anna Husfelt, Sara Hitt, Kristy
Busquets, Marissa Goodwin, Cait Reichle
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References:
References:
Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3)
339-355.
Reinke, W. M., Lewis-Palmer, T., & Martin, E. ( 2007). The effect of visual performance feedback on teacher use of behaviorspecific praise. Behavior Modification, 31, 246-263.
Bruder, M. B., Mogro-Wilson, C., Stayton, V. D., Dietrich, S. L. (2009). The national status of in-service professional development
systems for early intervention and early childhood special education practitioners. Infants and Young Children, 22(1), 13-20.
Rosaen, C. L., Lundeberg, M., Cooper, M. Fritzen, A., &Terpstra, M. (2008). Noticing noticing: How does investigation of video
records change how teachers reflect on their experiences? Journal of Teacher Education, 59(4), 347-360.
Buyssee, V., Winton, P. J., & Rous B. (2009). Reaching consensus on a definition of professional development for the early
childhood field. Topics in Early Childhood Special Education, 28(4), 235-243.
Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide for
practical application in early intervention/early childhood special education. Longmont, CO: Sopris West Education Services.
Campbell, P. H., & Sawyer, L. B. (2007). Supporting learning opportunities in natural settings through participation-based services.
Journal of Early Intervention, 29(4), 287-305.
Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher
Education, 60(1), 20-37.
Campbell, P. H., Sawyer, L. B., &Muhlenhaupt, M. (2009). The meaning of natural environments for parents and professionals.
Infants and Young Children, 22(4), 264-287.
Snyder, P., & Wolfe, B., (2008). The big three process components of effective professional development: Needs assessment,
evaluation, and follow-up. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood
professional development: Evidence, strategies & resources (p. 13-52). Washington, DC: Zero to Three.
Chen, D., Klein, M.D., & Minor, L. (2009) Interdisciplinary perspectives in early intervention: professional development in
multiple disabilities through distance education. Infants & Young Children, 22(2), 146-158.
Summers, S. J., Funk, K., Twombly, L., Waddell, M., & Squires, J. (2007). The explication of the mentor model, videotaping, and
reflective consultation in support of infant mental health. Infant Mental Health Journal,28(2), 216-236.
Kalen, S., Stenfors-Hayes, T., Hylin, U., Larm, M. F., Hindbeck, H., &Ponzer, S. (2010). Medical Teacher, 32, e315-e231.
Onchwari, G., &Keengwe, J. (2008). The impact of a mentor-coaching model on teacher professional development. Early
Childhood Educational Journal, 36, (19-24).
Peterson, C. A., Luze, G. J., Eshbaugh, E. M., Jeon, H. J., &Kantz, K. R. (2007). Enhancing parent-child interactions through home
visiting: Promising practice or unfulfilled promise? Journal of Early Intervention, 29(2), 119-140.
Thorndyke, L. E., Gusic, M. E., & Milner, R. J. (2008). Functional mentoring: A practical approach with multilevel outcomes.
Journal of Continuing Education in the Health Professions, 28(3), 157-164.
Underhill, C. (2006). The effectiveness of mentoring programs in corporate settings: A meta-analytical review of the literature.
Journal of Vocational Behavior, 68, 292-307.
Wilcox, M. J., Guimond, A. B., & Kim, S. J. (February, 2010). The relationship between home visiting practices focused on
teaching caregivers and children’s outcomes. Poster presented to the Biannual Meeting of the Conference on Research
Innovations in Early Intervention, San Diego.
Thank you so much.
Juliann
Emily, Christina, Cait
The End!
Juliann
Woods
PhD
CEC
RAP
at
FSU
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