{"id":2088,"date":"2014-07-08T11:42:07","date_gmt":"2014-07-08T11:42:07","guid":{"rendered":"http:\/\/veipd.org\/earlyintervention\/?p=2088"},"modified":"2020-11-05T19:54:54","modified_gmt":"2020-11-05T19:54:54","slug":"adult-learning-principle-1-making-intervention-immediately-relevant","status":"publish","type":"post","link":"https:\/\/www.veipd.org\/earlyintervention\/2014\/07\/08\/adult-learning-principle-1-making-intervention-immediately-relevant\/","title":{"rendered":"Adult Learning Principle #1: Making Intervention Immediately Relevant"},"content":{"rendered":"

We could call this one the \u201cwhat\u2019s in it for me?\u201d principle. We know how we are\u2026as adults, we usually pay attention to information that is most relevant to our\"Smiling current situation. We tend to remember information that is most immediately useful, skills that get our needs met, and strategies that we can practice right now. If we apply this principle to early intervention, we can see why it\u2019s important that the IFSP outcomes<\/a> and intervention strategies address what is important to the family, focusing first on immediate needs.<\/p>\n

How Can We\u00a0Use This Principle??<\/h2>\n

Find out what\u2019s important right now. <\/strong>Find out from the family what goes well during the day and where the struggles are. It might be important for the child to learn to communicate when he\u2019s \u201call done\u201d to make mealtime easier for the whole family (and avoid the tossed bowl of mashed potatoes on the wall). Or how about the family who’s chronically sleep-deprived because the toddler wakes up the entire household several times each night? In any of these cases, working on sorting colors instead of addressing one of these immediate needs will be so much less meaningful. On the other hand, helping the toddler (and family) sleep well can improve\u00a0the family\u2019s quality of life and the child\u2019s readiness to learn and manage his behavior. Much bigger impact.<\/p>\n

Practice intervention strategies in real time.<\/strong>\u00a0Rather than discussing the problematic routine (which is what research indicates we usually do), jump into it. Problem-solve together in real time. Find out how the parent and child interact and design intervention around what’s\u00a0relevant to their specific interaction.<\/p>\n

Weave needed skills into real life activities<\/strong>. I guarantee you that most families of toddlers do not spend time each day stacking one inch cubes<\/a> or labeling puzzle<\/a> pieces. They probably do, however, spend time each day putting away toys, building towers of cookies, talking while getting dressed in the morning, or helping the child practice using his fingers to pick up cheerios from the highchair tray. Challenge yourself to figure out how the child can learn a missing skill during the natural activities his family does every day.<\/p>\n

Wrap IFSP outcomes around what is immediately relevant.<\/strong> Use the family\u2019s words in the outcomes. Link their priorities to outcomes and weave in functional skills that are needed to address those priorities.<\/p>\n

Be flexible and adjust intervention in the moment.<\/strong> You might start a visit thinking you are going to address one outcome, but something comes up that is more immediately important. The two examples you\u2019ll read next will help illustrate this.<\/p>\n

Consider\u00a0Two Examples…<\/h2>\n

Think about\u00a0these two examples of the same \u00a0family and interventionist:<\/p>\n

Today, Jess and Parker’s mom\u00a0had planned to meet during snacktime to try to weave communication opportunities into that routine. Parker was not very hungry, so only ate\u00a0a few bites of goldfish crackers. As his mother prepared his snack, she described a current struggle with getting Parker into his car seat. Parker\u2019s mom describes how he thrashes and arches his back when being placed in the car seat. He cries and his mother feels like she has to practically force him into a sitting position.<\/p>\n

Example #1:<\/strong>\u00a0 Jess and Parker\u2019s mom discuss strategies while Parker plays in his highchair, with Jess suggesting things like offering Parker a toy to distract him, singing to him, or letting him crawl into the seat on his own. Parker\u2019s mother agrees to try these ideas later and see how it goes. After the discussion, they decide to go outside in the backyard to practice working on Parker\u2019s expressive language because he loves to play in his sandbox and it\u2019s a beautiful day.<\/p>\n

Example #2:<\/strong>\u00a0 Jess asks if they can\u00a0take Parker out to the car so that she can see what happens. Parker\u2019s mom agrees and tells Parker it\u2019s time to go for a ride. Once they get out to the minivan, Parker\u2019s mom picks him up and he immediately starts to arch and fuss. Together, they problem-solve and try a few strategies. What ends up working is having Parker\u2019s mom put him down by the door, playfully<\/a> tell him to \u201chop in!\u201d and let him crawl into the seat. Once there, he helps with the buckles then picks out a book or toy to hold while his mom gets in the car. During this process, Parker\u2019s mom uses simple 1-2 word phrases to describe what Parker is doing or prompt him, such as open (for the door), buckle up, turn around, book, Mickey (for his favorite toy), and all done. They drive around the block and Parker does well. Getting in the car seat ends up becoming a great natural learning opportunity for Parker to communicate, follow directions, and manage his behavior.<\/p>\n

So what do you think?<\/p>\n

Which example shows Jess using adult learning principle #1? \u00a0How did each example\u00a0benefit Parker and his mom?<\/strong><\/p>\n

What about when what’s most immediately relevant is completely different from the IFSP outcomes you’re supposed to address?<\/strong><\/p>\n

Think about which example more closely matches your current practices. On your next visit, try to be open to seizing those immediate opportunities and come back and share with us how it went!<\/p>\n

\n

Don’t miss the other posts in this series:<\/p>\n

Adult Learning Principle #2: Linking New Learning to Prior Knowledge<\/a><\/p>\n

Adult Learning Principle #3: Active Practice and Participation are Key!<\/a><\/p>\n

Adult Learning Principle #4: Practicing Intervention Strategies in Real-Time<\/a><\/p>\n

Adult Learning Principle #5: Feedback is How We Grow<\/a><\/p>\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

We could call this one the \u201cwhat\u2019s in it for me?\u201d principle. We know how we are\u2026as adults, we usually pay attention to information that is most relevant to our current situation. 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