5/4/2011

Juliann Woods PhD CEC RAP at FSU 1

+

Technology-Supported Mentoring to Increase Early Intervention Providers’

Use of Family Guided Services and Supports

Juliann Woods & Emily MarturanaFlorida State University

+Distance Mentoring Model (DMM)

Interactive Exchange

of Knowledge and Skills

Expert and Peer

Mentoring

Ongoing Performance

Feedback

Meaningful and Relevant Measurement

Shared Vision

Partnership with State or Program Leadership

Evidence based intervention delivered within context of EB PD

Flexible performance measures adapted to agreed upon practices and outcomes

Technology supports matched to outcomes and capacity

+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 (Bruder, 2010; Sandall, Hemmeter, Smith, & McLean, 2005)

Actual Practice in Early Intervention: Child-focused approach currently used by many EI professionals

(Campbell & Sawyer, 2007; Peterson, Luze, Eshbaugh, Jeon, &Kantz, 2007)

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)

5/4/2011

Juliann Woods PhD CEC RAP at FSU 2

+Research & Rationale for DMM

Professional Development in Early Intervention:

Composed of learners, content, and organization/facilitation of learning opportunities (Buysse, Winton, & Rous, 2009)

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

Professional Development & Technology:

Face-to-face interaction and opportunities for reflection improve online PD(Chen, Klein, & Minor, 2009)

Video-feedback is an effective tool to change behavior in beginning teachers in classroom settings and early childhood home visitors(Rosaen, Lundeberg, Cooper, Fritzen, &Terpstra, 2008; Sherin& van Es, 2009; Summers, Funk, Twombly, Waddell, & Squires, 2007)

+ Research & Rationale for DMM

Mentoring & Feedback:

Mentoring is an effective approach to PD in other fields such as medicine, early childhood education, higher education, and business

(Kalen, Stenfors-Hayes, Hylin, Larm, Hindbeck,, &Ponzer, 2010; Onchwari&Keengwe, 2008; Thorndyke, Gusic, & Milner, 2008; Underhill, 2006)

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)

Brief, systematic goal-focused mentoring is preferred by learners

5/4/2011

Juliann Woods PhD CEC RAP at FSU 3

+ Distance Mentoring Model:How is the evidence applied in DMM?

Comprehensive, multi-component professional development plan to implement FCNE systematically

Team (including administrative)

and peer supported

Technology enhanced

individualized performance-

feedback

Capacity-building goal setting

+DMM in Action: One Story

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 performance-based feedback

2-Day Follow-Up Workshop Team-based individualized

mentoring with performance-based feedback

1 day Reflection and Celebration

The Training The Technology

The Supports

Video cameras Mentoring via conference

call/Skype E-mail feedback

Quarterly Polycom conferences Monthly newsletters Administrator participation

+Four Constructs and Related

Performance Measures

Program Quality: Key Indicators

Contexts for Intervention: Routine Categories

Systematic Caregiver-Child Instruction: SS-OO-PP-RR

Adult Teaching Cycle: Coaching Strategies

Measureable, Observable, Evidence based, Discipline free, Generic, Functional, Generalizable,

Replicable

5/4/2011

Juliann Woods PhD CEC RAP at FSU 4

+Measures of Fidelity:

• Implementation Fidelity Checklist for Participants

• Mentoring Fidelity Checklist for Mentor

+ Routine Categories

+ Home Visit Format:

Setting the Stage Identify priorities, intervention strategies, and outcomes to target

Explain developmental information

Observation and Opportunity to practice Watch interactions between parent-child dyad

Facilitate opportunities for caregiver to practice intervention strategies

Problem solving and Planning Identify alternatives to support teaching and learning opportunities

Plan for strategy use in family routines and activities

Reflection and Revision Encourage caregiver to identify successes and challenges

Summarize next-steps

5/4/2011

Juliann Woods PhD CEC RAP at FSU 5

+Caregiver Coaching Strategies

Conversation and information sharing

Direct teaching

Demonstration

Guided practice with feedback

Joint interaction

Caregiver practice with feedback

Problem solving

Video feedback and reflection

+Email-Feedback

+SS-OO-PP-RR Performance Feedback

Monthly Video Completed and

Uploaded for Review

Monthly Video Completed and

Uploaded for Review

Video & Key Indicators Reviewed

by Peer Partners

Video & Key Indicators Reviewed

by Peer Partners

Expert Video Review, Call or Skype

Scheduled, Clips Prepared

Expert Video Review, Call or Skype

Scheduled, Clips Prepared

SS-OO-PP-RR SkypeSession with Feedback

on the 4 Measures & Video Review

SS-OO-PP-RR SkypeSession with Feedback

on the 4 Measures & Video Review

Email Feedback and Video Clips Sent to Partners, Next video

Scheduled

Email Feedback and Video Clips Sent to Partners, Next video

Scheduled

5/4/2011

Juliann Woods PhD CEC RAP at FSU 6

+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?

+Measures

Stages of Concern Questionnaire (SoCQ) 3x per year

Caregiver Coaching Coding (every 6-8 weeks)

Routine Coding (every 6-8 weeks)

Key Indicators of FGRBI (every 6-8 weeks)

5/4/2011

Juliann Woods PhD CEC RAP at FSU 7

+Survey and Focus Group Feedback

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

Challenges for you? Fear of technology

Time

Money

Things to do differently….

+Lessons Learned

Technology choice is dynamic

Technology supports are essential

Expert mentoring supports peer mentoring

Administrative support increases participation

Momentum matters- frequency of contact

PD focus on coaching caregiver implementation necessitates a focus on embedded intervention

+Questions?

Thanks to CEC RAP team: Emily Marturana & Jenny Brown

Lynda Apel, Christina Morrow, Anna Husfelt, Sara Hitt, Kristy Busquets, Marissa Goodwin, Cait Reichle

5/4/2011

Juliann Woods PhD CEC RAP at FSU 8

+ For more information about the

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:

http://tactics.fsu.edu

+ References:Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3)

339-355.

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.

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.

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.

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.

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.

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.

+ References:Reinke, W. M., Lewis-Palmer, T., & Martin, E. ( 2007). The effect of visual performance feedback on teacher use of behavior-

specific praise. Behavior Modification, 31, 246-263.

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.

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.

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.

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.

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.

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.