Transcript Two Ohio Programs

Two Ohio Programs:
Providing Support to Families
Regional Infant Hearing Program
Sandi Domoracki, M.A., CCC/A, Project Director
(330) 633-2055
[email protected]
Kelli Halter, M.S., Project Director
(216) 231-8787 ext. 265
[email protected]
Family Child Learning Center
Cleveland Hearing & Speech Center
1
Faculty Disclosure Information
In the past 12 months, I have not had a significant
financial interest or other relationship with the
manufacturer(s) of the product(s) or provider(s)
of the service(s) that will be discussed in my
presentation.
This presentation will (not) include discussion of
pharmaceuticals or devices that have not been
approved by the FDA you will be discussing
unapproved or “off-label” uses of
pharmaceuticals or devices.
2
RIHP is funded by the Ohio Department
of Health (ODH) Bureau of Early
Intervention Services, through a federal
grant from the US Department of
Education, Individuals with Disabilities
Education Act (IDEA).
3
What?
The purpose:
1) To provide the follow along and
tracking of infants who do not pass
their newborn hearing screenings.
2) To provide family-centered,
habilitative services for infants and
toddlers (0-3) with hearing loss or
deafness at not cost to families.
4
The programs offers:
- Home-based family support
- Unbiased parent education on
communication options
- Assistance with follow-up audiological
appointments and connections to
community resources
5
The program also offers:
- Guidance in communication and
language development
- Opportunities to interact with the Deaf
community
- Parent to parent support
- Planning for transition to preschool
6
What Does
Providing Family
Support Look Like?
7
Home-based Support
8
Coaching – Why?
Lee Ann Jung
9
Adults as Learners

Approximately 50% is retained.
(Shapiro et al, 1992)

40-80% may be forgotten immediately.
(Kessels, 2003)

Of the 50% recalled, approximately half is
remembered wrong
(Anderson et al, Kessels, 2003)
( Adapted from Margolis, 2004)
10
“People don’t argue with their own data.”
Relate new info to what they already know
or to an experience.
“Learning has not taken place until behavior
has changed.” (Pike, 1994)
11
Levels of Competence

“Unconscious Incompetence

Conscious Incompetence

Conscious Competence

Unconscious Competence

Conscious Unconscious Competence”
I can do this unconsciously
Levels of Competence (Robert W. Pike. Creative
Training Techniques Handbook, 2nd edition,
1994, pg6)
12
Do List: Ideas for homebased support





Do send an introduction letter to child’s doctor,
audiologist, and other key people on child’s team.
Do help family organize test results, business cards,
& handouts you give them by providing them with a
notebook. Include a section for communication and
sharing among child’s team members.
Do include other individuals (parents, college
students) with similar experiences to share during
home visits.
Do offer a family contact sheet. Remember details.
Do allow for silence, don’t feel compelled to fill the
gaps.
13
.






Do initiate a contact (visit or phone call) between a newly
identified family and a seasoned family.
Do use videos or written materials.
Do provide access to mentor services (deaf, oral parent).
Do establish a lending library of materials and texts for
families (Make sure every family has a copy of the library
material).
Do establish a chatroom/list serve for families to post
ideas and questions.
Do provide a family support corner on your website
(include parent-generated notations, poetry, ideas, and
pictures).
14
Group-based Support
15
Purpose of Support Groups

Emotional support from others who have “been
there” or “who are there now”

A way to share information

A safe place to brainstorm and express feelings

A sounding board for choices being made

A place to validate feelings

A place to learn new ways to handle situations

A place to discover similar challenges experienced
by other parents
SKI*HI
16
Group-based support
doesn’t have to
look like this
17
Group-based
support can look
like this
18
19
20
21
Sandi & Kelli’s Top Ten List or What
We Have Learned Along the Way:






Do circulate invitations or fliers.
Do limit the use of the word “support” in titling the
gathering.
Do use a variety of forms and functions for groups.
Do consider facilitators who will assist in the discussion
and stay after to mingle.
Do allow for a flexible agenda, trust the families to take
the agenda where they need it to go.
Do encourage extended family members to attend.
22





Do monitor excessive expressions of negativity,
judgment and participants who may dominate majority
of discussions. Take note of these for later individual
discussions.
Do remember not all things will work with all people. A
group can be 2 or it can be 100 participants.
Do empower families to choose topics, settings,
speakers, times, etc
Do consider ease of access to location and comfort of
setting. Example: Arrange small group meetings at
park, playground or fast food restaurant. Arrange large
group meetings at non-clinical settings.
When you get it all figured out, it all changes.
23
Bibliography




















Dunst, Carl, Carol Trivette, and Angela Deal. Enabling & Empowering Families
Principles & Guidelines for Practice. Cambridge: Brookline Books, Inc., 1988.
Edwards, Carolyn. "Reflections on Counseling: Families and Hearing Loss."
Loud & Clear Newsletter - Advanced Bionics 2003, 2 ed.
Hanft, Barbara E., Dathan D. Rush, and M'lisa L. Sheldon. Coaching Families and
Colleagues in Early Childhood. Baltimore: Paul H Brookes Co., 2004.
Jerger, J: Foreword: Effective Counseling in Audiology. 1994 Prentice-Hall; VII.
Margolis, B: Informational Counseling in Health Professionals: What do Patients
Remember? January 2004; www.audiologyincorporated.com
McWilliam, P.J., and Donald B. Bailey, Jr. Work Together with Children & Families
Case Studies in Early Intervention. Baltimore: Paul H Brookes Co., 1993.
McWilliam, P.J., Pamela J. Winton, and Elizabeth R. Crais. Practical Strategies for
Family-Centered Intervention. San Diego: Singular Group, Inc., 1996.
Watkins, Sue, and Dorothy Johnson Taylor. SKI-HI Cirriculum.
Watkins, Sue. SKI-HI Cirriculum - The Basics and Getting Started; Special Needs.
Vol. 1. North Logan: HOPE, Inc., 2004.
Yanz, Jerry L., Seneca Open Ear BTE. Behavioral Style Analysis, 15 Sept. 2005,
MicroTech Sound Science and Services.
24