19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO
Reflective Questions to Promote Parent Engagement in Early Intervention Services
Parents are their child’s first and most effective teachers. They know their child best and their family’s priorities regarding their child’s desired speech, language, and listening outcomes. In early intervention (EI), parent coaching provides an effective model to promote parent engagement in the EI sessions. Parent coaching facilitates parents’ participation in establishing their child’s goals and identifying ideas and strategies for implementing goal-directed activities throughout the child’s day and during the family’s daily activities and routines. A component of effective coaching is the use of ‘Reflective Questions’ as described by Rush and Shelden (2011). Reflective questions are open-ended questions that increase the clinician’s awareness of parent knowledge and help them facilitate discussion to build upon current knowledge. The use of reflective questions can help clinicians to review developmental progress, introduce new topics, brainstorm intervention ideas, plan for the future, and build rapport. This presentation will 1) describe the components of reflective questions and how they can promote parent engagement, 2) provide examples of reflective questions specifically related to serving children who are deaf or hard of hearing, and 3) provide ideas for embedding reflective questions into early intervention services.
Rush, D.D. & Shelden, M.L. (2011). The Early Childhood Coaching Handbook. Brookes Publishing, Baltimore, MD.
- Participants will discuss the components of “reflective questions” and their positive impact on parent engagement in early intervention services.
- Participants will examine the various types of reflective questions through examples specifically related to children who are deaf or hard of hearing.
- Participants will discuss how early intervention providers can use reflective questions to promote parent engagement, with practical suggestions for embedding reflective questions into early intervention services.
Poster:
21060_12652SamanthaGotcher.pdf
Presenter: Samantha Gotcher
Samantha is currently a graduate student & research assistant at Utah State University. She is studying Deaf Education with a Listening and Spoken Language Emphasis in Early Childhood Education. She has done coursework in preschool classrooms and early intervention as well as interdisciplinary collaboration with pediatric audiology and speech pathology. She will graduate with her Master of Science degree in May 2020.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Lauri Nelson is a Professor in the Department of Communicative Disorders and Deaf Education at Utah State University. She is the Deaf Education Division Chair, the Director of the Listening and Spoken Language Deaf Education graduate training program and Sound Beginnings. She was one of the co-founders of the Hear to Learn website. She has a dual background as both a pediatric audiologist and LSL deaf educator.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Lauren Smith is a teacher of the Deaf in St. George Utah. She has coached parents and guardians of students from birth to age 10. She loves coaching over teleintervention and in person. Her special interests in the field include speech babble, coaching, and music as a teaching tool.
ASHA DISCLOSURE:
Financial -
Nonfinancial -