I’m glad you found this useful, Linda! Have you seen the new online module, Coaching Families, that was developed by the Texas Early Childhood Intervention system? It is fantastic. It covers the characteristics of coaching and illustrates then with videos. I’d encourage you to check it out!

When you do have to explain, try telling the family that the practices you are using are evidence-based (and explain that that means that the research and practice in our field supports these practices as the most effective). Tell them that we now know that using coaching during routines is a better way to make a bigger difference in the child’s development and is more effective than a provider doing special lessons with a child using toys brought to the home. It’s tricky because you don’t want to say anything negative about another’s practices, but you can justify what you do because it is evidence-based and that’s what families deserve. You may have to adjust the language you use to help a family understand, but helping them see how your role is to support them as they interact with their child during and between visits is super important. A provider doing lessons with the child with toys that will be removed from the home does not necessarily do that.

Like you, I work with families who have infants and toddlers with hearing loss diagnosis’. I am finding that many of the speech therapists working with my same families are bringing in bags and making it hard for me to convince the families that routines-based intervention is better than child-centered. I go through what coaching looks like my first and second sessions and they are fine with it, but then if there is another team member servicing the child who brings in toys or does “special lessons” every week, it makes it very difficult to explain why I don’t do those things.

Thanks, David. I’m always impressed with your commitment to supporting your staff!

So glad you love it, Michelle! I think I’d recommend taking a look at how you establish the relationship and expectations with the family from your very first contacts with them. It’s so much easier to have a really engaged parent when she knows what her role is supposed to be from the start. If you can help the parent understand that your role during the session is to facilitate her learning and her experience using intervention strategies with her child so she is prepared to use them between visits, this can lay the groundwork. Parents often don’t know this – instead they think they need to get out of our way so that we, as the expert, can work with the child. Make sure that everything you do is done for the purpose of supporting the parent, rather than only focused on teaching the child to hear/talk. Weaving coaching strategies into your AVT therapy may help too. You don’t have to be confrontational at all to keep a routines-based, family-centered approach. It’s hard when the parent doesn’t engage like you want, but keep in mind that she probably doesn’t know what she’s supposed to do. You can teach her that. I’m so glad you asked this question. Please keep me posted on how things go for you!

I couldn’t agree more, David. I think that’s a big part of the struggle – knowing what to do instead of taking toys. It’s scary to relinquish the control of taking your own materials and having to think on your feet in unpredictable situations. Strong professional development is so important, especially when it’s of an ongoing nature that helps practitioners continue to reflect on and build their practices. I’d love to know more about what kind of PD you offered your staff so please let me know!