Making the Invisible Visible: Demonstration with Narration

Description of the video:

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Hello, we are going to
be spending the next

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60 minutes together
as part of the First

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Steps topical training
series, offering

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some information on
one particular coaching

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strategy called,
"Demonstration with Narration."

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This topical training
series is called,

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"Making the Invisible
Visible: Demonstration

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with Narration." And
today we're going

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to focus in on that
particular coaching

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strategy, wherein you,
the provider, verbally

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describes what's
happening and why while

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you are modeling
something with the child.

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By talking about what
you are doing, you

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are engaging the family
beyond just observing,

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and this connects
directly to how we

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support caregiver
learning in First Steps.

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So why do we want to
make the invisible

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visible? When we make
our thinking visible,

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we're helping caregivers
understand not

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just what works, but
why you're doing it.

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And these outcomes
are what we're aiming

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for in every visit. So
here are the outcomes:

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Increasing caregiver
engagement,

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building caregiver
confidence and competence,

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building a common
shared language

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between you and
the caregiver, and

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increasing carryover
between visits.

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So which of these
do you feel like might

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be the hardest for
you to achieve?

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I'll pause.

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So First Steps
has adopted a

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coaching model
called Family Guided

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Routines Based
Intervention,

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also called FGRBI. And
some of you may have

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gone through the
professional development

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sequence for this.
Others may have

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attended a webinar
here and there

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related to this FGRBI
coaching strategy.

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And all the strategies
listed on this

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slide are coaching
strategies within FGRBI.

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Today, you can see
we're focusing on just

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the one - Demonstration
with Narration.

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And if you haven't
been trained in FGRBI,

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that's okay. What
we're going to talk

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about today can
absolutely stand alone.

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I'm going to pause
for just a moment so

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that you all as a
group can connect

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really quickly on
who has gone through

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the FGRBI PD sequence,
because those

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folks in the room are
going to be really

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valuable resources
for you during this

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next hour conversation.
So I'll pause.

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So Demonstration with
Narration reinforces

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family-centered
approaches, which are

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exemplified by the DEC
recommended practices.

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Using Demonstration
with Narration directly

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supports these practices,
especially around

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family understanding
and capacity building.

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When we narrate what
we're doing and why,

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we're helping families
understand what

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supports their child's
development. Instead of

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wondering what the provider
is doing or drawing

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assumptions about
what the provider is

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doing, they can clearly
see the connection

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between strategy and
outcome. This also

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strengthens family
capacity building. Families

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move beyond just
observing, they're actually

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learning. The narration
makes the provider's

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thinking visible,
which helps families

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begin to use these same
strategies in their

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everyday routines. It
also builds confidence.

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Overall, this practice
shifts intervention

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from something providers
do to something

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families can understand
and use, which is

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at the heart of DEC
recommended practices.

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So these are
the ones we're

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focusing on in
the next hour.

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So, let's reflect
for just a moment

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before we dive into
what Demonstration

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with Narration
looks like. In your

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recent visits, who
was doing most of

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the interaction, you
or the caregiver?

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And as you talk about
that think about - Is

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that intentional? Did
you walk in intending

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to structure it
that way? Or what

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influences that
balance for you? Is it

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different from family
to family? And if so

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what are the factors?
Is it different from

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visit to visit, day
to day? What are the

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factors that influence
that balance? Take a

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few moments to talk
about that, I'll pause.

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Here are a few of
the reasons that we

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hear, that sometimes
visits can shift to being

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more provider-led.
I'm not sure if any

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of these were the ones
that came up for you

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in your discussion but
some of the ones we

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hear are that the
child was dysregulated.

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Maybe the caregiver
was dysregulated and/

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or overwhelmed. Maybe
time felt short

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either for the family
or the provider and

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you just felt rushed
and you felt like you

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you better just get
through it, right?

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There was no time for
a bunch of questions

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and answers or trying
to feel your way

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through a problem
-solving conversation.

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Providers might feel
pressure to help

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immediately. Sometimes
we take on that expert

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cloak. Sometimes the
family expects us to,

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and sometimes we have
that in our own mind

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about what is needed
of us and we really

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want to fix versus
taking a step back. And

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then caregivers
sometimes are unsure of

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what to do. They might
have unclear expectations

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or they might not
feel super confident

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about their ability
to participate if

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they understand that
that's what you want them

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to do. So those are
some of the reasons

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that we hear, and they're
very real reasons.

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So I want to be sure
that you understand

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that this isn't about
doing anything wrong.

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This is simply about
building awareness

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so that you can start
to reflect on, "Hey,

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how was that visit? Was
that a more provider

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-led or family-led
visiting?" Why might

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that have been the
case in that situation?

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So, let's jump into

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Demonstration
with Narration.

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Demonstration with
Narration is identified

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when the interventionist
takes the

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lead in demonstrating
an intervention

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strategy with the child
while the caregiver

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observes. In
particular, the

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interventionist verbally
sets up the Demonstration

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by explaining
to the caregiver

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what she's doing with
the child before,

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during, or after
the Demonstration.

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So, let's do a couple
examples. A typical

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interaction might
involve, if we're working

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on getting dressed,
provider holds up

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a shirt, child stands
and maybe moves

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towards it a little bit.
Provider says, "Let's

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get your shirt on,"
and pauses and then

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helps guide the arm
in and says, "Good job."

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And if that's the
modeling, then what

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a caregiver might
take from that is,

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"Okay, so he needs
help getting dressed.

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Adult got involved
pretty quickly.

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They did a lot. I
should probably do

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it just like that
provider did it."

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For a Demonstration
with Narration,

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we're helping that
provider or to that

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caregiver to narrow in
a little bit on what

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the provider wants
them to notice. So

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the provider might
hold up the shirt.

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Provider might say
to the caregiver, "I'm

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going to hold the shirt
here and wait just

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a few seconds and see
what they do." Pause.

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"I'm watching to see
if he starts to move

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his arms." You're
drawing the caregiver's

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attention to what
you're focused on.

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Child begins to move
their arm maybe just

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a little bit. "There,
do you see how

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he's starting to push
his arm through? Now

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I'll just help him
finish so we feel

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successful." So now
they know that the key

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was pausing. The key
was watching to see

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if that child
initiated the movement.

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And then you
finished, provided

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that scaffolding
and support.

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So let's try another
one. A typical

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interaction might be
a provider pushing

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a car back and forth
and says, "My turn,"

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while they're doing
it. And then the

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provider pauses and
looks at the child.

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Child looks at the
car, then reaches.

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Provider rolls
the car to the

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child and says,
"Your turn."

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So, if we're just
modeling what the

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caregiver might
think is okay, so turn

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taking, it's
important to say, "My turn,

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your turn" and it
looks like the adult

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is pretty much
leading this activity.

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With Demonstration with
Narration the provider

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might say, "I'm going
to model turn taking,

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I'm going to take a
turn and then I'm going

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to pause." So they
push the car and then

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they pause, now I'm
waiting to see if he shows

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me he wants a turn, so
we're explaining to

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the caregiver what
you're waiting for, that

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the pause is important,
and what you're

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looking for. Child then
makes whatever it is,

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however that child
communicates, eye contact,

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reaches, verbalizes.
"There, he's showing

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me it's his turn by,"
and then you say how

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that child is
communicating. You roll the

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car to the child, I'm
following his lead.

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So you're clarifying
that actually you're

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following the child's
lead in this and you're

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helping the child
or the caregiver to

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start to identify what
that child is doing to

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communicate, both
really important things.

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Let me pause for just
a second. I'm going

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to stop sharing and
I'm going to go over to

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the FGRBI website,
which we'll give you

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the link for this at
the end. You can also

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follow the link up
here. It's just FGRBI.com/coaching-training-module.

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And they have some great
video demonstrations

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here. I just thought
I would show you

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one, and then we
will move on. So, here is

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Jade, Kennedy and Dad.
"Ball,

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or the rings?"

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"The rings, the rings."

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So when she has my
actual spot reaching

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just label whatever
it is that she was

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reaching for - the
rings, the ball,

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the book, whatever
it is she's reaching.

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Okay. Pretty simple
demonstration. They

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had a couple other
videos on there. So

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if you're looking
for other videos,

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feel free to go check
those out as well.

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I'm going to
get us back to

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the slide deck here.

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So, one of the things
that you're probably

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thinking is, I don't
know if this is going

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to fly with all my
families, or I don't

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know that this is going
to be super comfortable

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for me to expect
from my families. So

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let's talk about
expectations for a minute,

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because I do think
that there's room for

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work here. And we're
also offering a lesson

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plan to service
coordinators and ed team

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members around
expectations, because if

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we don't explain well
what First Steps is

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and what it isn't from
the very beginning,

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what do you suppose
families naturally do.

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I'll ask for you all
to chat about that.

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Generally, they're
going to step

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back and observe,
right? Or expect

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us to lead because
we're experts.

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So if we want
to get better at

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talking about
expectations with

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families, we need
to think about when

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those opportunities
might occur.

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Clearly, service
coordinators

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have a wonderful
opportunity,

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which is right
at the beginning

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when they first meet
those families. Ed

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team members have an
opportunity during

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the assessment process,
and then we come

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in. So we can,
from the very first

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visit, set those
expectations. and we'll

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give you a chance to
kind of think through

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and share some of
the things that work

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well for you because
I'm sure you're all

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doing this. But are
we doing it with

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that mind for full
caregiver engagement?

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And we have to remember
that this isn't

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a one-time conversation
because that's

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just not how people
take in information,

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particularly overwhelmed
parents of young

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children who are
starting a new system.

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So we might wanna
mention at the start of

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every session when
we're kind of laying

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out what that session
is gonna look like.

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Or it might be that we
mention it at certain

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pivotal moments. So
if we notice that a

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provider was particularly,
a visit is particularly

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provider-led, maybe
that's when we say,

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you know, let me step
back and talk with you

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just a little bit
about how this, I want

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this to work or how we
need to work together.

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Or if the family is
resisting, that might

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be a good time to
kind of revisit that.

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So we want to
make sure that

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that's an ongoing
conversation.

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We also want to make
sure, not that we're

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going to hand them
a handout with the

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First Steps mission,
but we want to make

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sure that you know the
First Steps mission.

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So it says, "To partner
with families to

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provide early intervention
services for infants

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and toddlers with
developmental delays or

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diagnosed conditions.
So the very first

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words are, "To partner
with families." It doesn't

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say to provide early
intervention services.

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It says to partner
with families too.

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And then the goal is:
"To help families ensure

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their children
receive services to

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maximize their development,
learning, and future

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success." So again,
families don't

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automatically understand
this unless we explain

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it to them. And it
doesn't mean we need

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to read it to them or
hand them something

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on a sheet of paper, but
we need to understand

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it enough that we
can think about how

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do we translate this
into something that's

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going to work for
the families we're

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serving and that we're
all on the same page.

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So some ways to do
that. These are some

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example prompts and
then we would love to

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pause and hear from you
about what works well

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for you for setting
these expectations.

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Some example prompts
might be, "I'll help

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you learn strategies
to use throughout the

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week so progress
continues between visits."

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"Watching is helpful
at first, but I'll

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ask you to try the
strategies while I'm

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here too. That will
help you feel confident

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about using them
when I'm not around."

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Let's watch how
this usually goes,

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then we'll try a
few ideas together.

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I'm going to show
something quickly while

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I explain it, then
I'll have you try.

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So these are just
ways of setting

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the stage for
families to know that,

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"Oh, okay, I'm not
just observing.

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I'm a little more
engaged than that."

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There's an expectation
for me to get

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involved. I'm not
overstepping or getting in

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the way of the expert
if I'm involved.

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And let's pause
for a few moments

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and see, you know,
which of these feel

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natural to you
or what are the

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things that have
worked well for you?

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OK,

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now we're going to take
some time to practice,

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and this is going to
be kind of the moment

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where we get to really
think this through

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and how this feels and
what's uncomfortable

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about it or what seems
to work well or what

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are things that you've
been doing that maybe

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you just want to add
a little bit on to.

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So for this activity,
you're going to work

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in small groups.
Hopefully you have enough

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folks that you can get
into groups of three.

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You're going to
choose one scenario

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from the practice
handout. So your

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facilitator should
have a practice handout

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that they can hand
out at this time.

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As a group, you're
going to choose one

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scenario, and you
guys, if you want to

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switch scenarios as you
switch roles, that's

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fine, or you can
stick with the same

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one, however you want
to do it is fine.

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Choose one thing to
focus on, though, because

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these are scenarios
where you could have

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10 different strategies,
but the idea is

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you want to demonstrate
something, so pick

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one concrete strategy
that you want to

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00:14:12,150 --> 00:14:15,410
demonstrate as part of
this brief example. and

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00:14:15,410 --> 00:14:17,930
then talk through with
your group what that

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Demonstration with
Narration would sound

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like. You're not acting
out the whole visit.

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You're just focusing
on what you would

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say before, during,
and after this one

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00:14:25,550 --> 00:14:29,150
particular practice that
you're demonstrating.

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00:14:29,630 --> 00:14:32,090
And then you'll swap
and the facilitator will

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00:14:32,090 --> 00:14:33,490
guide you through
all of this. And then

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00:14:33,490 --> 00:14:34,890
you'll have some time
at the end to kind of

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00:14:34,890 --> 00:14:37,570
talk through what that
experience was like.

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What did the provider
say to make the thinking

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00:14:39,390 --> 00:14:41,490
clearer? What did the
caregiver understand

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00:14:41,490 --> 00:14:44,690
about the strategy
because of the narration,

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00:14:44,690 --> 00:14:46,880
the explanation? So
I'm going to let the

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00:14:46,880 --> 00:14:48,970
facilitator take it from
here and I'll pause.

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Awesome. Thank you
for doing that.

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00:14:54,690 --> 00:14:56,010
Thank you for
engaging and having

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00:14:56,010 --> 00:14:58,170
some hopefully
good conversation.

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What we want you to
think about as we wrap

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00:15:01,450 --> 00:15:04,310
up here is that what
you practiced just

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now is part of a larger
coaching process.

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And I'm showing you
those FGRBI coaching

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00:15:08,630 --> 00:15:10,470
strategies again, just
to remind you that

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00:15:10,470 --> 00:15:13,110
Demonstration with
Narration can stand alone

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00:15:13,110 --> 00:15:14,840
and you can take
this and use this

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00:15:14,840 --> 00:15:16,390
regardless of where you
are in your coaching

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00:15:16,390 --> 00:15:18,810
journey. But there are
other pieces that go

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along with it naturally.
So just wanted

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00:15:21,410 --> 00:15:24,210
to be sure you kind
of kept that context.

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And then a final
reflection as you wrap

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up, whenever we do this
type of a training,

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we like to pause
for a second and

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00:15:31,310 --> 00:15:33,550
have you think about
what's one or two

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00:15:33,550 --> 00:15:35,450
things that you could
take away and throw

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00:15:35,450 --> 00:15:37,550
into a session later
today or tomorrow.

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00:15:37,770 --> 00:15:39,910
Maybe it's a
phrase around how

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00:15:39,910 --> 00:15:41,890
you explain
caregiver engagement.

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00:15:42,310 --> 00:15:44,890
Maybe it's a phrase
or a way that you're

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00:15:44,890 --> 00:15:46,890
going to try Demonstration
with Narration

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00:15:47,010 --> 00:15:49,210
or a particular family
that you're going

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00:15:49,210 --> 00:15:51,630
to explore and reflect
a little bit more on

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00:15:51,630 --> 00:15:53,710
about why they are
so provider-led and

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00:15:53,710 --> 00:15:55,590
what you might be able
to do to move that.

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00:15:55,590 --> 00:15:57,530
So if anyone, if you'll
just take a moment

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00:15:57,530 --> 00:16:00,130
to think about that
and if anyone's willing

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00:16:00,130 --> 00:16:01,870
to share, the
facilitator will guide

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00:16:01,870 --> 00:16:04,110
that and I'll pause
and then we'll wrap up.

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00:16:07,630 --> 00:16:10,950
Okay, finally we've
got a survey link

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00:16:10,950 --> 00:16:14,190
that we're going to
be popping into the

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00:16:14,250 --> 00:16:16,830
well if if we're live
we'll pop it into

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00:16:16,830 --> 00:16:19,210
the chat but what
we'll do is we will

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00:16:19,210 --> 00:16:21,370
share that with your
facilitator so that

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00:16:21,370 --> 00:16:22,970
they can provide
that to anyone who is

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00:16:22,970 --> 00:16:26,090
in the room, coaching
information just

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00:16:26,090 --> 00:16:27,470
want to be sure that
you're aware that

406
00:16:27,470 --> 00:16:29,210
there's information
on the new cohort the

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00:16:29,210 --> 00:16:31,510
new PD sequence for
FGRBI so if you're

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00:16:31,510 --> 00:16:33,350
interested in coaching
you can check that

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00:16:33,350 --> 00:16:35,320
out or reach out to
Katherine Hargreaves.

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00:16:35,990 --> 00:16:38,270
I also have the link
there for that coaching

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00:16:38,270 --> 00:16:40,050
training module
where you can look at

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00:16:40,050 --> 00:16:42,350
some more of those
videos. And then we have

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00:16:42,350 --> 00:16:45,090
some great resources
on our website around

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00:16:45,090 --> 00:16:48,270
talking with families
about First Steps.

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00:16:48,730 --> 00:16:50,250
And we will be
sharing those with

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00:16:50,250 --> 00:16:51,390
service coordinators
and ed team

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00:16:51,390 --> 00:16:52,830
members as well, but
wanted to be sure

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00:16:52,830 --> 00:16:54,690
that you had access
to them also.

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00:16:54,770 --> 00:16:56,830
Thanks for being here.
Thanks for joining

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00:16:56,830 --> 00:16:58,230
us for this hour
of professional

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00:16:58,230 --> 00:17:00,490
development, and hope
you have a great day.