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Partners In Communication
Partners In Communication
Partners In Communication
Partners In Communication
Partners In Communication
Partners In Communication
Partners In Communication
Partners In Communication
Partners In Communication
Partners In Communication
Partners In Communication
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Partners In Communication

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This presentation was provided at the 2010 Annual Early On Conference. This workshop focused on, "

This presentation was provided at the 2010 Annual Early On Conference. This workshop focused on, "

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  • Laura and Victoria please feel free to add your credentials to the end of your names if needed
    Self Introductions
    -30 seconds to 1 minute per person
  • 7 minutes
    Lindsay
    -We were asked to prepare a presentation that involved providing education to the community in the field of speech language pathology. The goal of our presentation was to provide an overview of the field to other professionals in order to enhance collaboration.
    **LAURA**
    We thought you could present how the audience reacted to our presentation, then how we decided the need for a “translation tool” and how we became Partners in Communication. Save the major discussion of the tool for the end of the presentation.
  • 10 Minutes
    Mallory
    Describe what a barrier is.
    **Victoria**
    Can you be the individual to facilitate the group discussion. Just ask them the bulleted questions, “Barriers that inhibit speech and language therapy from the parents’ perspectives.” and “Barriers that inhibit speech and language therapy from the SLP’s perspective
  • Jen
    1. Provide parents with information before the meeting to give them time to think it through Work on preassessment planning: encompasses a relatively newer set of practices related to family-centered care including meeting with the family before the assessment and being asked to help plan the upcoming assessment. Family could also help to identify strategies to use in the upcoming assessment. Preview the written report and provide suggested changes. (Crais et al.)
    2. (by using the dictionary tool to comprehend the terms and not feel overwhelmed) (Crais et al.)
    3. It is difficult to not hold some normative model of family functioning that is influenced by our own values and from which we implicitly operate.
    4. “connection before correction” when faced with actions that we find problematic and/or personally challenging, we can elicit client’s intentions, purposes, and preferred views of self that we can come to respect and apprieciate. From that foundation we can examine with clients the discrepancies between important future goals and the effects of the current behavior.
  • lindsay
  • Lindsay
  • Mallory
  • Jen
  • 5 Minutes
    Jen
    -Short description of the tool
    -One example,
  • Transcript

    • 1. JENNIFER KUDSIN BA, MSU 2ND YEAR SLP STUDENT LINDSAY REILLY BA, MSU 2ND YEAR SLP STUDENT MALLORY MAST M.A., CFY-SLP LAURA JENSEN-HUNT VICTORIA MEEDER Partners in Communication
    • 2. Background of Our Group Our EOT & TA presentation Discussion with professionals and parents during presentation Identified a need for a “translation tool” Continued collaboration and discussion with Partners in Communication
    • 3. Barriers of Communication Barrier: anything that restrains or obstructs progress or access to services. Discuss barriers from the parents’ perspectives  What could keep a parent from following through with suggestions from the speech and language therapist.  What would prevent the SLPs from fully understanding each parent’s perspective of speech and language therapy?
    • 4. Strategies that Empower Parents Knowledge is power Support the parent to take action Focus on what is and could be rather than simply what isn’t and should be  Shift the focus from focusing on problems to focusing on possibilities by developing a proactive vision with clients “Connection not correction” (Madsen 2009 & Crais et al. 2006)
    • 5. Strategies that Empower Parents Clinician should view herself as the coach, not the star player Coaching is an interactive process of observation of the parent and reflection with the parent  The coach promotes the parents ability and provides encouragement Coach supports the parent in developing and refining their skills (Rush et al. 2003)
    • 6. Strategies that Empower Parents Strive to gain an understanding of family resources: time, space, energy, material Learn families interest, preference, and concerns Support caretakers beyond the playgroup (Hidecker et al. 2009, Shannon 2004, )
    • 7. Strategies to Empower SLPs Strategies that allow the SLP to overcome barriers from his/her own perspective Compare SLP own beliefs of therapy to the principles of the family-centered model. Evaluate the institution’s beliefs of therapy to the principles of family-centered model.  Intervention team could create a self-rating scale (Crais, 1991)
    • 8. Resource
    • 9. Translation Tool for Parents and Service Providers Discuss the translation tool Discussion of ways to use the tool as a resource “the development of a real partnership with the client is the foundation of effective practice” (Madsen, 2009)
    • 10. Tool Example Professional Definition  AAC involves attempts to study and when necessary compensate for temporary or permanent impairments, activity limitations, and participation restrictions of individuals with severe disorders of speech-language production and/or comprehension, including spoken and written modes of communication. (ASHA, 2005) Parent Definition  Augmentative or Alternative Communication (AAC) is when other ways to communicate are used, such as picture or symbol boards, photographs, simple drawings, and software programs for computers. Often AAC is used when an individual has significant challenges using speech or sign language.
    • 11. Thank You! American Speech-Language-Hearing Association. (2005). Roles and Responsibilities of Speech-Language Pathologists With Respect to Augmentative and Alternative Communication: Position Statement [Position Statement]. Available from www.asha.org/policy. Bruce, M., DiVenere, N., & Bergeron, C. (1998). Preparing students to understand and honor families as partners. American Journal of Speech-Language Pathology, 7, 85-94. Crais, E.R., Roy, V.P., & Free, K. (2006). Parents' and professionals' perceptions of the implementation of family- centered practices in child assessments. American Journal of Speech Language Pathology, 15, 365-377. Crais, E. (1993). Families and professionals as collaborators in assessment. Topics in Language Disorders, 14, 29-40. Crais, E.R. (1991). Moving from “parent involvement” to family-centered services. American Journal of Speech Language Pathology, 1, 5-8. Hidecker Cooley, M. J., Jones, R.S., Imig, D.R., & Villarruel, F.A. (2009).Using family paradigms to improve evidence- based practice. American Journal of Speech-Language Pathology, 18, 212-221. Madsen, W.C. (2009). Collaborative helping: A practice framework for family-centered services. Family Process, 48, 103-116. Rush, D.D., Shelden, M.L., & Hanft, B.E. (2003). Coaching families and colleagues. Infants & Young Children, 16, 1, 33- 47. Trute, B. & Hiebert-Murphy, D. (2007). The implications of “working alliance” for the measurement and evaluation of family-centered practice in childhood disability services. Infants & Young Children, 20, 2, 109-119. Winton, P., & DiVenere, N. (1995) Family-professional partnerships in early intervention personnel preparation: Guidelines and strategies. Topics in Early Childhood Special Education, 15, 296-313.

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