Woods presented strategies for implementing a routines based approach in which family activities become a child’s therapy and practice. 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.
Woods used video examples to illustrate ways to develop routines with the family that are flexible and dynamic and yet intentionally embed intervention to promote maximum child learning. The use of adult learning principles and problem solving practices were 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 was explored.
Juliann Woods 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.
The UNC Chapel Hill Division of Speech of Hearing Sciences hosts the Yoder Symposium every two years to honor Professor Emeritus David E. Yoder. Click here to read a profile of Dr. Yoder that appeared in the University Gazette in November 2011.