What: Supporting the Families’ Role in Family Guided Routines Based Intervention

Who: Juliann Woods, PhD, CCC-SLP, Professor, Communication Science and Disorders, Florida State University

When: Friday, March 16, 2012, 8:45 a.m. to 5:15 p.m.

Where: Extraordinary Ventures, Chapel Hill (Click here for directions)

Description of Session: By definition, routines are part of daily life and are the meaningful events, common chores, and the work associated with living.  Routines are appropriate for embedding intervention because they provide a context in which the family is being a family first and a support to their child’s special needs second. Instead of scheduling the family activities around the child’s therapy sessions and at home lessons, in a routines based approach, the family activities become the child’s therapy and practice.  This paradigm shift changes many of the roles and common practices for early interventionists.  This workshop will present strategies that service providers can use to enhance the family role during the assessment process as a foundation for their active participation in assessment and intervention.  Developing routines with the family that are flexible and dynamic and yet intentionally embed intervention to promote maximum child learning will be illustrated with video examples.  The use of adult learning principles and problem solving practices will be discussed and modeled throughout the training to increase the familiarity of the participants’ knowledge and application of these theories to enhance the involvement of diverse caregivers.  Finally, a model of consultation that focuses on the interaction between the caregiver and the child will be illustrated for use in routine based assessment and interventions.

Schedule

8:00–8:45 a.m. Registration, coffee, and light breakfast

8:45–9:00 a.m. Introductions to Symposium and Speaker

9:00–10:15 a.m. Establishing a collaborative relationship with families:  How adult learning principles can support reciprocal teaching and learning in EI

10:15–10:30 a.m. Break

10:30 a.m.–12:00 p.m. Gathering and giving information: Using a reciprocal process with caregivers to identify their preferred routines and intervention strategies for embedded intervention

12:00–1:00 p.m. Lunch (provided)

1:00–1:30 p.m. Joining in without taking over: Supporting families to be decision makers

1:30–2:15 p.m. Coaching/consultation strategies to increase caregiver success and confidence

2:15–2:30 p.m. Small group problem solving- What do you do when?

2:30–2:45 p.m. Break

2:45–3:30 p.m. Embedding intervention with adequate dosage and accuracy

3:30–5:00 p.m. Identifying what matters and making it happen:  Using fidelity measures for self-reflection and program improvement

5:00–5:15 p.m. Questions and Comments

Learning Objectives

Participants will increase their knowledge and skills as evidenced by their ability to complete the following:

1. Identify four key adult learning principles important for supporting caregivers to learn to use routines based intervention with their child.
2. Describe three evidence based strategies to facilitate “joining in” to the family’s routines vs. taking over.
3. List three instructional strategies for teaching caregivers within routines.
4. List three questions for evaluating efficiency and effectiveness of intervention embedded into routines.
5. Name five key principles of family guided routines based intervention to include in a fidelity of implementation measure.

CEU CREDITS

This course is offered for 0.7 ASHA CEUs (Intermediate level, Professional area).

Intended audience: Educators and therapists working with children in Early Intervention, preschool and school settings, parents, social workers, psychologists and administrators.

About the Speaker

Dr. Juliann Woods is a Professor in the School of Communication Science and Disorders at Florida State University and the Director of the Communication and Early Childhood Research and Practice Center. She received her BS and MS degrees in Communication Science and Disorders and her PhD in Special Education/Early Intervention. She has over 40 years of experience designing and implementing early intervention for children and families, developing model programs, and conducting research with young children and their families including work with families in rural, resource limited areas, and with families living in poverty and other risk factors. She is recognized for her research in family guided routines based intervention (FGRBI), an approach that supports caregiver’s implementation of intervention within their preferred activities and routines throughout the day. Juliann has published and presented extensively and serves as a consultant to early intervention and education agencies on FGRBI, social communication interventions, coaching caregivers, embedded intervention, and inclusive practices for young children with developmental disorders, including ASD.

About the David E. Yoder Symposium

Professor Emeritus David E. Yoder

The UNC Chapel Hill Division of Speech of Hearing Sciences hosts the Yoder Symposium every two years to honor Professor Emeritus David E. Yoder.  Dr. Yoder received his education at Goshen (Indiana) College, from which he received the outstanding alumnus award in 1992, and furthered his education at Northwestern University and the University of Kansas. From 1968 to 1986 he was affiliated with the University of Wisconsin-Madison where he served as Chairman of the Department of Communicative Disorders, Head of the Communicative Disorders Section of the Waisman Center on Mental Retardation and Human Development, and Head of the Communication Aids and Systems Clinic.  He held the title of Walker-Bascom Professor of Communicative Disorders in the Department of Communicative Disorders from 1980 to 1986.

In 1986, Dr. Yoder was recruited to become the Chair of the Department of Allied Health Sciences at the University of North Carolina at Chapel Hill and served in that position from 1986-2000. In 1988 he and David Koppenhaver co-founded the Center for Literacy and Disability Studies.  In 2000, Dr. Yoder retired from the University and became the Executive Director of the Council for Allied Health in North Carolina from which he retired in 2007.

Dr. Yoder has authored numerous professional articles and book chapters in the area of language disorders with special needs populations.  He served as the first journal editor for AAC (Augmentative and Alternative Communication) and served as first president of the United States Society of Augmentative and Alternative Communication (USSAAC). He served as panel chair for writing the Consensus Statement on Augmentative and Alternative Communication (AAC) Intervention for the National Institute on Disability and Rehabilitation Research (NIDRR).  He has co-edited five books and presented over 500 research papers, professional workshops, and consultations nationwide as well as in Europe, Japan, Taiwan, the Soviet Union, and New Zealand.  He has served on numerous committees and boards of the American Speech-Language-Hearing Association (ASHA), and served as the association's President in 1984.  Dr. Yoder is a Fellow of ASHA, in 1995 was awarded Honors of the association, and received life membership in 1999.  He is also a Fellow and Life member of the American Association on Intellectual and Developmental Disabilities (AAIDD), and a Fellow of the Association of Schools of Allied Health Professions.

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