Getting the Most from Tele-practice
Although tele-practice was growing in many arenas before COVID, the pandemic definitely accelerated tele-intervention into the mainstream. Some families of children who are deaf or hard of hearing were already receiving hybrid services, but many were in-person only. Some professionals had literally zero experience with a virtual service delivery model. Learning curve ahead!
Now more than a year later, some in-person options are returning. Some families that had followed an in-person or hybrid model previously are asking themselves if they want to go back. Families that have always used tele-practice may be feeling some dissonance. “Is tele-practice good enough?” The past year’s plus of experience has provided rich opportunities for data collection and analysis. Research is confirming a high level of parent satisfaction, and for children, progress equal to or better than what would have been predicted for in-person or hybrid delivery models.
At the end of June, I attended (virtually) the 2021 Listening and Spoken Language Symposium provided by the Alexander Graham Bell Association. What a great learning experience! There were several presentations about tele-practice, and I want to share some of that with you. Most of this comes from Melissa McCarthy in Australia. I think it really affirms what we are doing together.
First, we should not expect young children to spend a lot of time engaging with us as providers on the computer screen. The computer screen is not our tool to use with the child. It is the tool we use to connect to the parent or other caregiver to observe their interactions and help them discover new ways to move their child forward with listening and language.
Second, providers should not try to make ourselves the center of attention for your child. We are not there to perform or entertain them. We are there to support you, their family. I sometimes call out to your child with a question or sing to them. That is generally done when I am helping to give you redirection assistance when the child is upset or to give a quick tip you can implement in the context of what is going on in the session. Every child I work with engages with me at some point in each session. They recognize me with “hello” and “good-bye.” They offer me bites of toy food and give me virtual hugs and blow kisses. Those are wonderful moments that I treasure, but I must remember that the session is really about you and your child!
Third, I love that our sessions are about your toys and real books and singing together and that we are not using on-line stories or tablet apps. Children do not need additional screen time. Hear@Play is meant to focus on the listening, vocabulary and language learning that takes place in time spent together in play and in daily living experiences.
Fourth, I am happy we have found consistent and effective ways to connect using technology. We have had a few glitches along the way, but for the most part our technology makes our time possible without making itself our focus!
Now, what should you be expecting from me?
The first is that I consult with you about your expectations, hopes and dreams for your child so I can understand your long-term goals for intervention. I should provide you with inspirational ideas that you can use or adapt at play or in daily living that fall within your child’s proximal zone of development, that is, not too easy and not too challenging. I should provide an outline/components for effective sessions.
Next ,I need to coach you effectively. A good coach should not interrupt a positive flow of interaction. I should ask questions of you, not just lecture. Parent feedback is vital for creating the best intervention model possible. It’s as important for me to listen to your ideas as for you to listen to mine. I need to keep good session notes so I can provide you with written feedback after our sessions. That feedback should include the coaching tips we reviewed and next steps. I should review age-appropriate milestones with you regularly so we can monitor your child’s progress together. Hopefully you will choose to connect me with other members of your child’s team so that we can compare notes and make sure we are all part of an effective continuum of care.
Finally, I should be a bit of a counselor. Raising children is challenging and when a child has special needs, it can sometimes feel overwhelming. Whatever you are feeling matters to me. You may have days that feel so successful because of a new milestone met. You may have days that feel exhausting because of unmet expectations. I should listen to your feelings and do my best to understand how your needs and feelings are affecting your interactions with your child. Maybe it will just be about validating your feelings or maybe it will be about strategizing to find a better path forward or connecting you with other resources or supports.
We are partners. I hope you feel that. Don’t hesitate to tell me what you need!
Although tele-practice was growing in many arenas before COVID, the pandemic definitely accelerated tele-intervention into the mainstream. Some families of children who are deaf or hard of hearing were already receiving hybrid services, but many were in-person only. Some professionals had literally zero experience with a virtual service delivery model. Learning curve ahead!
Now more than a year later, some in-person options are returning. Some families that had followed an in-person or hybrid model previously are asking themselves if they want to go back. Families that have always used tele-practice may be feeling some dissonance. “Is tele-practice good enough?” The past year’s plus of experience has provided rich opportunities for data collection and analysis. Research is confirming a high level of parent satisfaction, and for children, progress equal to or better than what would have been predicted for in-person or hybrid delivery models.
At the end of June, I attended (virtually) the 2021 Listening and Spoken Language Symposium provided by the Alexander Graham Bell Association. What a great learning experience! There were several presentations about tele-practice, and I want to share some of that with you. Most of this comes from Melissa McCarthy in Australia. I think it really affirms what we are doing together.
First, we should not expect young children to spend a lot of time engaging with us as providers on the computer screen. The computer screen is not our tool to use with the child. It is the tool we use to connect to the parent or other caregiver to observe their interactions and help them discover new ways to move their child forward with listening and language.
Second, providers should not try to make ourselves the center of attention for your child. We are not there to perform or entertain them. We are there to support you, their family. I sometimes call out to your child with a question or sing to them. That is generally done when I am helping to give you redirection assistance when the child is upset or to give a quick tip you can implement in the context of what is going on in the session. Every child I work with engages with me at some point in each session. They recognize me with “hello” and “good-bye.” They offer me bites of toy food and give me virtual hugs and blow kisses. Those are wonderful moments that I treasure, but I must remember that the session is really about you and your child!
Third, I love that our sessions are about your toys and real books and singing together and that we are not using on-line stories or tablet apps. Children do not need additional screen time. Hear@Play is meant to focus on the listening, vocabulary and language learning that takes place in time spent together in play and in daily living experiences.
Fourth, I am happy we have found consistent and effective ways to connect using technology. We have had a few glitches along the way, but for the most part our technology makes our time possible without making itself our focus!
Now, what should you be expecting from me?
The first is that I consult with you about your expectations, hopes and dreams for your child so I can understand your long-term goals for intervention. I should provide you with inspirational ideas that you can use or adapt at play or in daily living that fall within your child’s proximal zone of development, that is, not too easy and not too challenging. I should provide an outline/components for effective sessions.
Next ,I need to coach you effectively. A good coach should not interrupt a positive flow of interaction. I should ask questions of you, not just lecture. Parent feedback is vital for creating the best intervention model possible. It’s as important for me to listen to your ideas as for you to listen to mine. I need to keep good session notes so I can provide you with written feedback after our sessions. That feedback should include the coaching tips we reviewed and next steps. I should review age-appropriate milestones with you regularly so we can monitor your child’s progress together. Hopefully you will choose to connect me with other members of your child’s team so that we can compare notes and make sure we are all part of an effective continuum of care.
Finally, I should be a bit of a counselor. Raising children is challenging and when a child has special needs, it can sometimes feel overwhelming. Whatever you are feeling matters to me. You may have days that feel so successful because of a new milestone met. You may have days that feel exhausting because of unmet expectations. I should listen to your feelings and do my best to understand how your needs and feelings are affecting your interactions with your child. Maybe it will just be about validating your feelings or maybe it will be about strategizing to find a better path forward or connecting you with other resources or supports.
We are partners. I hope you feel that. Don’t hesitate to tell me what you need!