Working With Families to Enhance Young Children’s Development and Learning Robin McWilliam & Kimberly Resua EIEIO Department of Special Education and Multiple Abilities

Success Success at age 50… Having money Success at age 4… Not peeing in your pants Success at age 65… Having sex Success at age 70… Having a driver's license Success at age 75… Having friends Success at age 80… Not peeing in your pants Success at age 12… Having friends Success at age 16… Having a driver's license Success at age 20… Having sex • Success at age 35… Having money

Outline Family centeredness Building family capacity Outcomes EIEIO

Family Centeredness

Context of Our Family Work Frequent contact (e.g., weekly) Not sporadic Building capacity Not ”treating” the child Not “educating” the parent

Definition of Family Centeredness Interactions with families - Support-based approach Decision making Meeting needs

Interactions With Families Informal and respectful That’s not enough Turnbull, A. P., Summers, J., Turnbull, R., Brotherson, M. J., Winton, P., Roberts, R., . . . Stroup Rentier, V. (2007). Family supports and services in early intervention: A bold vision. Journal of Early Intervention, 29, 187-206. McWilliam, R. A. (2016). Metanoia in early intervention: Transformation to a family-centered approach. Revista Latinoamericana de Educación Inclusiva, 10, 155-173.

Support Approach to Early Intervention Emotional support (PROFS) Material support Informational support Emotional Support Material Support Informational Support McWilliam, R. A., & Scott, S. (2001). A support approach to early intervention: A three-part framework. Infants & Young Children, 13, 55-66.

Part 2 of Definition of FC Opportunities to make meaningful decisions Especially goals Does not mean families get to choose services, frequency, and intensity Commitment to EBP More is not better Bailey, D. B., & McWilliam, R. A. (1990). Normalizing early intervention. Topics in Early Childhood Special Education, 10, 33.

Part 3 of Definition of FC Meeting family needs Child Child-related Family level Family McWilliam, R. A., Casey, A. M., Ashley, D., Fielder, J., Rowley, P., DeJong, K., . . . Votava, K. (2011). Assessment of family- identified needs through the routines-based interview. In M. E. McLean & P. Snyder (Eds.), Young Exceptional Children monograph series No. 13: Gathering information to make informed decisions (pp. 64-78). Missoula, MT: The Division for Early Childhood of the Council for Exceptional Children.

FC Practices in Routines-Based Model Ecomap Routines-Based Interview (RBI) Family goals Primary service provider Support-based home visits - Family consultation Tools (discuss later) Next-Steps Form Matrix Ecomap Goal attainment scale Family Confidence Scale Families in Early Intervention Quality of Life MEISR McWilliam, R. A. (2016). The Routines-Based Model for supporting speech and language. Logopedia, Foniatría y Audiología, 36, 178-184.

What’s “normal” family life?

All the Intervention Occurs Between Visits What dosage and quality of intervention does the child receive?

Capacity Building

Agreed-Upon Mission and Key Principles for Providing Early Intervention Services in Natural Environments Mission - Part C early intervention builds upon and provides supports and resources to assist family members and caregivers to enhance children’s learning and development through everyday learning opportunities. Workgroup on Principles and Practices in Natural Environments. (2007). Agreed-upon practices for providing early intervention services in natural environments. Retrieved from http://www.nectac.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_08.pdf July 6

Key Principles

Dunst’s Capacity-Building Framework “Capacity-building early childhood intervention promotes parents’ or other caregivers’ skills, abilities, and confidence to provide children development-enhancing learning opportunities.” (p. 66) Swanson, J., Raab, M., & Dunst, C. J. (2011). Strengthening family capacity to provide young children everyday natural learning opportunities. Journal of Early Childhood Research, 9, 66-80.

Single-Case Research Design on Parent Weekly Ratings of Their Responsive Teaching Effectiveness

Routines-Based Model and Family Capacity Building Families decide what they want child and other family members to do or know Professionals use “family consultation” Hoosiers Rule Family’s agenda Purposeful modeling Discussion within routines Likelihood and feasibility questions

Autism Spectrum Disorder (ASD): Family-Centered Services

Recommendations for ASD Services How many hours of services per week are recommended for children with ASD? 1 5 10 15 20 25

Recommendations for ASD Services The National Research Council recommends children with ASD engage in developmentally appropriate, planned services for at least 25 hours per week. National Research Council. (2001). Educating Children with Autism. Washington, DC: National Academy Press.

How Can We Achieve 25+ Hours of Services for Young Children With ASD?

How Can We Achieve 25+ Hours of Services for Young Children With ASD? Clinician-Implemented Intervention Caregiver-Implemented Intervention

ASD Research: Moving in the Right Direction Caregiver-implemented intervention models for young children with ASD Early Start Denver Model (ESDM) (Rogers et al., 2012) Project ImPACT (Ingersoll & Wainer, 2013) Early Social Interaction (ESI) Project (Wetherby et al., 2014) JASPER (Kasari et al., 2015) And many more!

What Does the ASD Literature Tell Us? Many studies have focused on • caregiver and child outcomes Fewer studies have focused on what happens between professional and caregiver Professional Caregiver Child Child Caregiver

The Process of Coaching Caregivers

Services for Young Children With ASD Caregiver-implemented intervention - Key to 25+ hours of services per week Professionals can facilitate caregiver-implemented intervention via coaching Additional research needed on coaching in caregiver-implemented interventions

Outcomes

Child and Family Outcomes Family • Child Family confidence in helping child function …in parenting …in helping family Family quality of life Access to information and services Child functioning Overall life satisfaction Family relationships Engagement, independence, and social relationships in Home routines Classroom routines Goal attainment

EIEIO An office to gather scholars interested in early intervention, young children’s development, strengthening families, building up communities, and changing systems Also to study implementation of the Routines-Based Model around the world Become a UA Affiliate. The rewards are immeasurable… literally!

Conclusion www.eieio.ua.edu We can’t take family centeredness for granted Learning opportunities happen throughout the day We can aim for child engagement and functioning and family quality of life Come play in the EIEIO sandbox! www.eieio.ua.edu