Description of the video:
100:00:01,820 --> 00:00:04,000
All right, let's
go ahead and get
2
00:00:04,000 --> 00:00:05,360
started. We're
gonna be together
3
00:00:05,360 --> 00:00:08,440
for the next 60
minutes or so.
4
00:00:09,720 --> 00:00:11,600
And we're gonna be
talking about How
5
00:00:11,600 --> 00:00:13,920
Early Messaging
Shapes Family
6
00:00:13,920 --> 00:00:16,480
Expectations About
Early Intervention.
7
00:00:18,600 --> 00:00:23,700
And this is a training
funded by First
8
00:00:23,700 --> 00:00:25,900
Steps, offered by the
Early Childhood Center.
9
00:00:25,900 --> 00:00:28,160
You have facilitators
in the room who are
10
00:00:28,160 --> 00:00:29,640
gonna walk you
through this. I'm just
11
00:00:29,640 --> 00:00:31,190
gonna provide a little
bit of information
12
00:00:31,860 --> 00:00:33,980
This is a training
intended for both
13
00:00:33,980 --> 00:00:37,200
Service Coordinators
and ED Team Members.
14
00:00:39,740 --> 00:00:42,760
All right. Service
Coordinators and ED
15
00:00:42,760 --> 00:00:44,660
Team Members are
often the first people
16
00:00:44,660 --> 00:00:47,680
families interact
with. ED Team Members
17
00:00:47,680 --> 00:00:49,700
play a critical role
as well. During that
18
00:00:49,700 --> 00:00:51,540
evaluation, families
are already forming
19
00:00:51,540 --> 00:00:53,380
ideas about what
the program is and
20
00:00:53,380 --> 00:00:55,620
how it works. Those
early interactions
21
00:00:55,620 --> 00:00:57,500
carry a lot of weight.
When it comes to
22
00:00:57,500 --> 00:00:59,500
understanding early
intervention, our words
23
00:00:59,500 --> 00:01:01,740
in these early
stages set the stage.
24
00:01:03,140 --> 00:01:05,940
So, early messaging
shapes how
25
00:01:05,940 --> 00:01:07,780
families understand
early intervention,
26
00:01:07,780 --> 00:01:09,280
what they expect
visits to look
27
00:01:09,280 --> 00:01:10,920
like, and how
they participate.
28
00:01:10,920 --> 00:01:13,540
The language we use
becomes the lens they
29
00:01:13,540 --> 00:01:15,560
use to interpret
everything that follows.
30
00:01:17,320 --> 00:01:19,780
So, you can see
here, there's an
31
00:01:19,780 --> 00:01:21,800
understanding of
early intervention,
32
00:01:21,800 --> 00:01:23,560
expectations for visits,
33
00:01:23,560 --> 00:01:25,080
and expectations around
34
00:01:25,080 --> 00:01:26,820
participation
and engagement.
35
00:01:28,580 --> 00:01:32,000
Another reason to
focus on this idea of
36
00:01:32,000 --> 00:01:34,800
setting the stage around
building expectations
37
00:01:34,800 --> 00:01:37,120
is its alignment with
DEC's recommended
38
00:01:37,120 --> 00:01:39,500
practices related
to families. Setting
39
00:01:39,500 --> 00:01:41,500
the stage through early
messaging is critical
40
00:01:41,500 --> 00:01:44,380
for this alignment
around family practices
41
00:01:44,380 --> 00:01:47,040
in particular and
teaming practices.
42
00:01:47,380 --> 00:01:51,620
When all team members,
Service Coordinators,
43
00:01:51,620 --> 00:01:53,580
ED Team Members,
providers, and families
44
00:01:53,580 --> 00:01:55,840
use clear and consistent
messaging, it does
45
00:01:55,840 --> 00:01:58,650
help families build an
accurate and consistent
46
00:01:58,650 --> 00:02:01,280
understanding of the
system. It supports
47
00:02:01,280 --> 00:02:03,460
family-centered practices
by ensuring families
48
00:02:03,460 --> 00:02:05,460
receive complete,
unbiased, and consistent
49
00:02:05,460 --> 00:02:07,540
information so they
can make informed
50
00:02:07,540 --> 00:02:10,160
decisions. It also
supports family capacity
51
00:02:10,160 --> 00:02:12,040
building because when
families understand that
52
00:02:12,040 --> 00:02:13,860
early intervention
is about coaching and
53
00:02:13,860 --> 00:02:16,160
supporting them in
everyday routines, they're
54
00:02:16,160 --> 00:02:18,020
better prepared to
actively participate.
55
00:02:18,140 --> 00:02:20,200
Equally important,
it reflects strong
56
00:02:20,200 --> 00:02:22,080
teaming and
collaboration practices.
57
00:02:22,160 --> 00:02:24,360
When all First Steps
team members present
58
00:02:24,360 --> 00:02:26,680
a united front in
common language, it
59
00:02:26,680 --> 00:02:29,240
reduces confusion
and builds trust. The
60
00:02:29,240 --> 00:02:31,180
key idea is that
early messaging sets
61
00:02:31,180 --> 00:02:33,640
expectations, and when
we align as a team and
62
00:02:33,640 --> 00:02:35,200
communicate clearly,
families are more
63
00:02:35,200 --> 00:02:36,960
confident, more
engaged, and better able
64
00:02:36,960 --> 00:02:38,840
to partner in their
child's development.
65
00:02:42,610 --> 00:02:43,780
So, let's take a few
66
00:02:43,780 --> 00:02:45,600
minutes to
reflect on this.
67
00:02:46,100 --> 00:02:48,800
Think about a recent
family early in
68
00:02:48,800 --> 00:02:50,600
their First Steps
journey. What do you
69
00:02:50,600 --> 00:02:52,200
think they believed
early intervention
70
00:02:52,200 --> 00:02:55,340
was? Take a little
time and I'll pause.
71
00:03:00,630 --> 00:03:02,510
Families often think
early intervention
72
00:03:02,510 --> 00:03:05,870
is therapy for their
child, someone who
73
00:03:05,870 --> 00:03:08,950
will fix this problem,
a specialist who
74
00:03:08,950 --> 00:03:11,190
will work directly
with their child, and
75
00:03:11,350 --> 00:03:13,660
sometimes families
think that this is
76
00:03:13,660 --> 00:03:16,860
someone who can give
me a break. And we've
77
00:03:16,860 --> 00:03:18,830
heard all of these
and probably more.
78
00:03:23,170 --> 00:03:25,410
So, where do these
ideas come from? Let's
79
00:03:25,410 --> 00:03:27,290
think for just a
moment about that.
80
00:03:27,530 --> 00:03:29,590
Thoughts? And I'll pause.
81
00:03:36,350 --> 00:03:38,150
When we're
talking about this
82
00:03:38,150 --> 00:03:40,570
with families, I
want you all to be
83
00:03:40,570 --> 00:03:43,070
rooted in the First
Steps mission. So this
84
00:03:43,070 --> 00:03:44,810
is straight from the
First Steps website.
85
00:03:45,570 --> 00:03:47,650
To partner with
families to provide
86
00:03:47,650 --> 00:03:49,410
early intervention
services for infants
87
00:03:49,410 --> 00:03:51,310
and toddlers with
developmental delays or
88
00:03:51,310 --> 00:03:53,630
diagnosed conditions.
And the goal is
89
00:03:53,630 --> 00:03:55,050
to help families
ensure their children
90
00:03:55,050 --> 00:03:56,910
receive services
to maximize their
91
00:03:56,910 --> 00:03:59,030
development, learning,
and future success.
92
00:03:59,270 --> 00:04:01,270
This is our mission,
but families don't
93
00:04:01,270 --> 00:04:03,430
automatically understand
that unless we explain
94
00:04:03,430 --> 00:04:05,670
it to them. That does
not mean that I'm
95
00:04:05,670 --> 00:04:08,110
saying we should read
our mission to the
96
00:04:08,110 --> 00:04:10,350
families or hand them
a handout with the
97
00:04:10,350 --> 00:04:12,130
mission on it necessarily,
but we do need to
98
00:04:12,130 --> 00:04:14,170
understand it ourselves
and we need to
99
00:04:14,170 --> 00:04:16,810
think about how we
translate it for families
100
00:04:16,810 --> 00:04:19,160
in the right ways and
at the right times.
101
00:04:22,470 --> 00:04:24,810
Because if we
don't define early
102
00:04:24,810 --> 00:04:26,850
intervention,
families will.
103
00:04:30,110 --> 00:04:32,210
So let's talk a
little bit about the
104
00:04:32,210 --> 00:04:33,650
difference between
the Therapy Model
105
00:04:33,650 --> 00:04:35,130
and the Educational
Model, because
106
00:04:35,130 --> 00:04:36,590
this is information
that you can
107
00:04:36,590 --> 00:04:39,090
think about translating
for families.
108
00:04:39,230 --> 00:04:41,290
So, let's walk through
first the Therapy
109
00:04:41,290 --> 00:04:43,310
Model, which is the
provider works with the
110
00:04:43,310 --> 00:04:47,950
child. The sessions
are child-focused, and
111
00:04:47,950 --> 00:04:50,870
practice generally
happens during the visit.
112
00:04:52,930 --> 00:04:54,730
Our model, the
First Steps
113
00:04:54,730 --> 00:04:56,710
model, is that
the provider works
114
00:04:56,710 --> 00:04:58,590
primarily with
the caregiver.
115
00:04:58,590 --> 00:05:01,110
This doesn't mean that
the provider isn't
116
00:05:01,110 --> 00:05:02,650
sometimes working
with the child to
117
00:05:02,650 --> 00:05:05,550
demonstrate something,
but the provider is
118
00:05:05,550 --> 00:05:08,370
there to support the
caregiver's education
119
00:05:08,370 --> 00:05:10,470
and ability to work
with their child.
120
00:05:10,870 --> 00:05:14,430
Strategies are
introduced and shared in
121
00:05:14,430 --> 00:05:16,510
routines. So the
natural routines of
122
00:05:16,510 --> 00:05:18,210
those families, we're
always in the natural
123
00:05:18,210 --> 00:05:19,930
environment. And
within that natural
124
00:05:19,930 --> 00:05:21,910
environment, there
are natural routines
125
00:05:21,910 --> 00:05:24,350
for each family. And
we try our best to
126
00:05:24,350 --> 00:05:26,350
embed our strategies
in those routines.
127
00:05:26,790 --> 00:05:28,010
Practice happens.
128
00:05:28,290 --> 00:05:31,130
Sure, we practice
things during the visit,
129
00:05:31,130 --> 00:05:33,230
but the majority of
the practice and the
130
00:05:33,230 --> 00:05:35,550
really important work
happens between visits.
131
00:05:35,550 --> 00:05:37,470
So, we're setting
caregivers up to be
132
00:05:37,470 --> 00:05:40,490
successful at carrying
things over between visits.
133
00:05:40,490 --> 00:05:42,590
And finally, family
confidence is central
134
00:05:42,590 --> 00:05:44,250
because if families
don't feel confident
135
00:05:44,250 --> 00:05:46,390
and competent to do
the things that we're
136
00:05:46,390 --> 00:05:48,850
asking them to do and
showing them how to do
137
00:05:48,850 --> 00:05:53,010
between visits, then
we're not succeeding.
138
00:05:54,950 --> 00:05:57,830
So, what happens if
we don't explain?
139
00:05:59,680 --> 00:06:01,750
When we don't
explain, like we said
140
00:06:01,750 --> 00:06:03,650
before, families
are going to assume.
141
00:06:03,650 --> 00:06:07,010
And when expectations
are not clear,
142
00:06:07,390 --> 00:06:10,770
caregivers tend to
step back, visits tend
143
00:06:10,770 --> 00:06:13,870
to become more provider
-led, and caregivers
144
00:06:13,870 --> 00:06:15,770
often will rely on
what they've heard
145
00:06:15,770 --> 00:06:17,570
or experienced
previously. So, they will
146
00:06:17,570 --> 00:06:19,830
make assumptions
about how it should go
147
00:06:19,830 --> 00:06:22,170
based on either an
experience with a
148
00:06:22,170 --> 00:06:23,810
previous sibling or
something their neighbor
149
00:06:23,810 --> 00:06:26,290
told them, as we've
discussed earlier.
150
00:06:27,450 --> 00:06:29,870
So, how might you explain
early intervention
151
00:06:29,870 --> 00:06:31,870
to a family? Given
what we talked about
152
00:06:31,870 --> 00:06:34,660
around what you have
heard families think
153
00:06:34,660 --> 00:06:36,870
about the difference
between the Therapy Model
154
00:06:36,870 --> 00:06:39,430
the Educational Model -
how would we explain
155
00:06:39,430 --> 00:06:41,510
early
intervention and the First
156
00:06:41,510 --> 00:06:44,450
Steps model to families?
One of the things
157
00:06:44,450 --> 00:06:45,990
that we talk about is
how there's a difference
158
00:06:45,990 --> 00:06:47,770
between, "The therapist
will work with
159
00:06:47,770 --> 00:06:51,470
your child," and, "The
therapist or the provider
160
00:06:51,470 --> 00:06:54,850
will work with you."
Even a shift as subtle
161
00:06:54,850 --> 00:06:57,550
as that really does
shift the emphasis
162
00:06:57,550 --> 00:07:02,470
from therapist-child
to therapist-caregiver.
163
00:07:03,130 --> 00:07:05,470
Consider some
phrases like this. "We
164
00:07:05,470 --> 00:07:07,250
work differently
than clinic therapy..."
165
00:07:07,630 --> 00:07:09,290
"Providers work with YOU..."
166
00:07:09,990 --> 00:07:11,650
"You'll be practicing..."
167
00:07:12,370 --> 00:07:16,050
"We'll work together..."
So, all of this is
168
00:07:16,050 --> 00:07:18,090
fairly subtle. It
doesn't take a lot.
169
00:07:18,090 --> 00:07:19,690
We're not giving
lectures and we're not,
170
00:07:19,690 --> 00:07:21,270
you know, handing out
the mission statement
171
00:07:21,270 --> 00:07:23,710
necessarily. But,
here we are just in
172
00:07:23,710 --> 00:07:26,090
the subtle wording,
shifting the focus.
173
00:07:26,770 --> 00:07:28,750
What would you adjust
while keeping the
174
00:07:28,750 --> 00:07:30,530
message clear? So, what
are some things that you
175
00:07:30,530 --> 00:07:33,090
say all the time - that
you have either adjusted
176
00:07:33,090 --> 00:07:36,210
over the years already
to emphasize our
177
00:07:36,210 --> 00:07:39,570
focus or that you
imagine you could adjust
178
00:07:39,870 --> 00:07:41,250
in your role as Service
179
00:07:41,250 --> 00:07:42,790
Coordinator and
Team Member?
180
00:07:45,250 --> 00:07:46,950
I'll pause while
you discuss
181
00:07:46,950 --> 00:07:48,390
that for a few
minutes. So,
182
00:07:54,100 --> 00:07:55,800
let's just go over
a few more examples.
183
00:07:55,800 --> 00:07:57,980
I imagine that
you all have
184
00:07:57,980 --> 00:07:59,600
wonderful examples
to share with one
185
00:07:59,600 --> 00:08:01,760
another, so we can't
offer you all of
186
00:08:01,760 --> 00:08:03,260
them, but here are
just a few more.
187
00:08:03,960 --> 00:08:06,800
And again, the purpose
of these examples is
188
00:08:06,800 --> 00:08:08,910
to try to be clear
and try to center
189
00:08:08,910 --> 00:08:12,660
participation when we are
talking about what the
190
00:08:12,660 --> 00:08:14,480
early intervention
work in Indiana looks
191
00:08:14,480 --> 00:08:16,580
like. So, first one,
"Your providers will help
192
00:08:16,580 --> 00:08:18,460
you learn strategies
to use throughout the
193
00:08:18,460 --> 00:08:21,000
week, so progress
continues between visits."
194
00:08:21,380 --> 00:08:23,640
"Your provider will
ask questions and
195
00:08:23,640 --> 00:08:25,420
observe, and they'll
also ask you to
196
00:08:25,420 --> 00:08:27,080
try some things
during the visit that
197
00:08:27,080 --> 00:08:28,800
will help you feel
confident about using
198
00:08:28,800 --> 00:08:30,400
them when the
provider isn't around."
199
00:08:31,560 --> 00:08:33,440
Last one, "They may
show you how to do
200
00:08:33,440 --> 00:08:35,120
something and then
have you practice.
201
00:08:35,120 --> 00:08:36,920
That way, they can
give you suggestions."
202
00:08:37,620 --> 00:08:39,560
Okay, anyone
have anything to
203
00:08:39,560 --> 00:08:41,720
add there? I
can pause. This is what we're
204
00:08:47,530 --> 00:08:49,530
going to spend the
majority of our time
205
00:08:49,530 --> 00:08:51,870
doing. And this is
just an opportunity
206
00:08:51,870 --> 00:08:54,210
to let some of these
words and these
207
00:08:54,210 --> 00:08:56,650
language shifts roll
off your tongue a
208
00:08:56,650 --> 00:08:58,930
little bit because
we can say, "Yes, yes,
209
00:08:58,930 --> 00:09:00,310
we should be doing
that." But it's
210
00:09:00,310 --> 00:09:03,470
harder when we try to
get it to come out.
211
00:09:03,470 --> 00:09:05,590
So, what we're going
to do is have the
212
00:09:05,590 --> 00:09:08,130
facilitator that's
present for you offer
213
00:09:08,190 --> 00:09:10,050
some scenario
handouts. You can
214
00:09:10,050 --> 00:09:11,210
look through it. There's
some scenarios
215
00:09:11,210 --> 00:09:12,330
for Service
Coordinators and
216
00:09:12,330 --> 00:09:14,130
also scenarios for
ED Team Members.
217
00:09:14,250 --> 00:09:16,770
And when it is, you'll
get into groups of
218
00:09:16,770 --> 00:09:19,110
three, and when it is
your turn to be the
219
00:09:19,110 --> 00:09:21,760
professional role, then
you will pick a scenario
220
00:09:21,760 --> 00:09:24,850
and navigate that
scenario. Work on using
221
00:09:24,850 --> 00:09:26,950
the participation
language we talked about.
222
00:09:26,950 --> 00:09:29,210
Work on validating
where the family is
223
00:09:29,210 --> 00:09:31,850
coming from while
explaining what early
224
00:09:31,850 --> 00:09:36,890
intervention is and thinking
about that supportive
225
00:09:36,890 --> 00:09:38,910
messaging that is
also preparing the
226
00:09:38,910 --> 00:09:41,850
family for the
participation and engagement
227
00:09:41,850 --> 00:09:43,970
that we're hoping
we're going to have. So,
228
00:09:43,970 --> 00:09:46,330
you're going to choose
a scenario. The one
229
00:09:46,330 --> 00:09:48,430
person in your group
of three will be the
230
00:09:48,430 --> 00:09:49,930
professional, one will
be the family member,
231
00:09:49,930 --> 00:09:52,190
and one will be the
observer. The observer
232
00:09:52,190 --> 00:09:55,010
should be looking for,
"How is the provider
233
00:09:55,010 --> 00:09:57,550
doing this?" And, "What
seems to be working well?"
234
00:09:57,770 --> 00:10:01,330
Take five or six minutes
and then switch and
235
00:10:01,330 --> 00:10:04,690
then switch again. And
then at the end, we
236
00:10:04,690 --> 00:10:07,750
will debrief with your
facilitator. You are
237
00:10:07,750 --> 00:10:09,530
welcome each time
whoever becomes the
238
00:10:09,530 --> 00:10:11,350
professional next is welcome
to choose a different
239
00:10:11,350 --> 00:10:13,710
scenario if they'd
like to, no need to
240
00:10:13,710 --> 00:10:15,670
stick with the same
one, unless you want to.
241
00:10:18,730 --> 00:10:21,390
So let's stop for
just a minute and
242
00:10:21,910 --> 00:10:25,310
let you debrief
before we go on.
243
00:10:28,610 --> 00:10:30,350
Some things to
consider while you're
244
00:10:30,350 --> 00:10:32,590
debriefing. What did the
provider say that clearly
245
00:10:32,590 --> 00:10:35,150
shifted the expectation?
What description
246
00:10:35,150 --> 00:10:38,010
of EI felt particularly
helpful? And, what
247
00:10:38,010 --> 00:10:40,090
language made the
caregiver role clear?
248
00:10:43,430 --> 00:10:45,930
All right, once you've
had that conversation,
249
00:10:45,930 --> 00:10:48,130
we want you to end
with just taking
250
00:10:48,130 --> 00:10:52,050
another moment to
think about, "What's some
251
00:10:52,050 --> 00:10:53,890
language that might
work for you?" Obviously,
252
00:10:53,890 --> 00:10:55,190
all of these things
aren't going to roll
253
00:10:55,190 --> 00:10:56,850
off your tongue, but
what's one shift you
254
00:10:56,850 --> 00:10:58,890
can make? It might be
as simple as saying,
255
00:10:58,890 --> 00:11:00,170
"I'm going to stop
saying that the provider
256
00:11:00,170 --> 00:11:01,750
is going to come out
and work with you,
257
00:11:01,750 --> 00:11:03,450
with your child," and I'm
going to start saying,
258
00:11:03,450 --> 00:11:04,670
"The provider is going
to come out to work
259
00:11:04,670 --> 00:11:06,830
with you." I'm going
to start with
260
00:11:07,230 --> 00:11:08,950
whatever it is that
kind of stuck with
261
00:11:08,950 --> 00:11:11,290
you today. And then if
there's a misconception
262
00:11:11,290 --> 00:11:13,390
that you all have
discussed throughout
263
00:11:13,390 --> 00:11:16,890
this time that
you think is worth
264
00:11:16,890 --> 00:11:20,290
thinking about and
reflecting on and addressing
265
00:11:20,290 --> 00:11:22,190
more in the way
you describe early
266
00:11:22,190 --> 00:11:24,030
intervention, then
please take a moment
267
00:11:24,030 --> 00:11:26,610
to think about that.
And if you'd like to
268
00:11:26,610 --> 00:11:28,090
share, you're more
than welcome to. I
269
00:11:28,090 --> 00:11:29,970
will pause before we
have our last slide.
270
00:11:33,030 --> 00:11:34,870
All right, this is our
last slide. We have
271
00:11:34,870 --> 00:11:36,610
a survey link here.
You can use the QR
272
00:11:36,610 --> 00:11:38,590
code or the link to
get a credentialing
273
00:11:38,590 --> 00:11:41,150
certificate for today.
And if you would like
274
00:11:41,150 --> 00:11:43,970
some more information
about talking with
275
00:11:43,970 --> 00:11:47,120
families, you can go
to the web link here,
276
00:11:47,120 --> 00:11:49,990
which will take you to
a page that has videos
277
00:11:49,990 --> 00:11:52,550
and handouts around
talking with families,
278
00:11:52,550 --> 00:11:55,010
particularly about
coaching, but also
279
00:11:55,010 --> 00:11:58,090
about just messaging
around EI in general.
280
00:11:58,330 --> 00:12:00,230
Thank you for joining us.