Collaborative Parent Coaching

We work with you to implement strategies that can be used in everyday activities that enhance the child’s ability to speak and communicate. This is a collaborative process that begins with the parent sharing their concerns and priorities and, in partnership with the therapist, identifying goals and target activities based on those goals.

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Why sign up for the parent coaching service? I’d much rather enroll my child to receive direct speech therapy, as she is the expert in the field. Besides, I cannot take on the work of a specialist. 

These are genuine and valid points parents have brought to my attention.  So, let’s consider the reasons for adding Parent Coaching as one of the services I provide in my practice.

Previously, children enrolled in Early Intervention programs would receive direct therapy services by Speech-Language Pathologists either at a center or, later on, in the child’s natural environment, as it came to be mandated by the IDEA (Individuals with Disabilities Education Act).  Nevertheless, parents would take a passive role either by watching the therapy session or by waiting outside the therapy environment. Once the session was over, clinicians would report on the progress of goals that she/he established for the child and make suggestions for parents to implement whenever possible. 

Currently, both state and federal recommendations encourage professionals to deliver early intervention services in the child’s natural environment and with typical communication partners (IDEA, 2004). Why is that?  This is based on the idea that from the very beginning children learn to communicate within the two-way exchanges with their parents. Therefore, as parents play a crucial role in their child’s development, it is beneficial to provide intervention that capitalizes on such interactions. 

In addition, research has informed us of the following positive effects of  “parent-implemented language interventions” (Roberts & Kaiser, 2001) via parent coaching:

1) children are more likely to generalized the language skills they learned to other activities with the same partner;

2) parents feel empowered and confident, as they gain some control over their child’s language development; and

3) children receives increased intervention dosage without increasing the time the child spends with the clinician (Roberts, Hansen, & Brooks, 2016).

Therefore, the Parent Coaching service we provide is geared towards helping children in the early stages of language development, whether they are 18months or 12 years of age and have not yet acquired the verbal skills necessary to communicate. Furthermore, this is a collaborative process between the clinician and the parent.  Rather than having the clinician unilaterally implement the therapy plan based on the evaluation results and train the parents; the collaborative parent coaching that we offer takes into account the parents’ input in the creation of goals, objectives, and activities.  

We encourage you to take advantage of this service as it will have a positive impact on your child’s language skills and reassure you of his/her progress.

Collaborative Parent Coaching

We work with you to implement strategies that can be used in everyday activities that enhance the child’s ability to speak and communicate. This is a collaborative process that begins with the parent sharing their concerns and priorities and, in partnership with the therapist, identifying goals and target activities based on those goals.

Read More

Why sign up for the parent coaching service? I’d much rather enroll my child to receive direct speech therapy, as she is the expert in the field. Besides, I cannot take on the work of a specialist. 

These are genuine and valid points parents have brought to my attention.  So, let’s consider the reasons for adding Parent Coaching as one of the services I provide in my practice.

Previously, children enrolled in Early Intervention programs would receive direct therapy services by Speech-Language Pathologists either at a center or, later on, in the child’s natural environment, as it came to be mandated by the IDEA (Individuals with Disabilities Education Act).  Nevertheless, parents would take a passive role either by watching the therapy session or by waiting outside the therapy environment. Once the session was over, clinicians would report on the progress of goals that she/he established for the child and make suggestions for parents to implement whenever possible. 

Currently, both state and federal recommendations encourage professionals to deliver early intervention services in the child’s natural environment and with typical communication partners (IDEA, 2004). Why is that?  This is based on the idea that from the very beginning children learn to communicate within the two-way exchanges with their parents. Therefore, as parents play a crucial role in their child’s development, it is beneficial to provide intervention that capitalizes on such interactions. 

In addition, research has informed us of the following positive effects of  “parent-implemented language interventions” (Roberts & Kaiser, 2001) via parent coaching:

1) children are more likely to generalized the language skills they learned to other activities with the same partner;

2) parents feel empowered and confident, as they gain some control over their child’s language development; and

3) children receives increased intervention dosage without increasing the time the child spends with the clinician (Roberts, Hansen, & Brooks, 2016).

Therefore, the Parent Coaching service we provide is geared towards helping children in the early stages of language development, whether they are 18months or 12 years of age and have not yet acquired the verbal skills necessary to communicate. Furthermore, this is a collaborative process between the clinician and the parent.  Rather than having the clinician unilaterally implement the therapy plan based on the evaluation results and train the parents; the collaborative parent coaching that we offer takes into account the parents’ input in the creation of goals, objectives, and activities.  

We encourage you to take advantage of this service as it will have a positive impact on your child’s language skills and reassure you of his/her progress.

Parent/Teacher Consultation

The parent consultation meetings are an important part in the child’s treatment. However, unlike the Parent Coaching service, the parent consultation meetings are more general in nature and happen in larger intervals.

Typically, we hold a meeting at the beginning of the child’s therapy, when we present the results of the evaluation, discuss a plan for intervention; and address the parents’ expectations, questions, and concerns. We will also hold periodic consultation meetings when we need to review the child’s therapy progress based on the results of a re-evaluation.

In addition, we take pride in implementing a team approach to helping our children, whether it be with family members, school personnel, or professionals from other disciplines. As such, we will participate in IEP meetings, parent-teacher conferences, and/or professional team meetings with the family.

Furthermore, I offer a free 30-minute consultation meeting to answer any questions you may have in terms of your child’s speech and language skills. Feel free to click on my calendar link to set up a time.

Parent/Teacher Consultation

The parent consultation meetings are an important part in the child’s treatment. However, unlike the Parent Coaching service, the parent consultation meetings are more general in nature and happen in larger intervals.

Typically, we hold a meeting at the beginning of the child’s therapy, when we present the results of the evaluation, discuss a plan for intervention; and address the parents’ expectations, questions, and concerns. We will also hold periodic consultation meetings when we need to review the child’s therapy progress based on the results of a re-evaluation.

In addition, we take pride in implementing a team approach to helping our children, whether it be with family members, school personnel, or professionals from other disciplines. As such, we will participate in IEP meetings, parent-teacher conferences, and/or professional team meetings with the family.

Furthermore, I offer a free 30-minute consultation meeting to answer any questions you may have in terms of your child’s speech and language skills. Feel free to click on my calendar link to set up a time.

Do you think your child is saying too little words for their age?

Have you notice that your child does not show much interest in communicating?

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