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Opinio 1 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... Welcome, uclfdvd Surveys Report Portals My Panel Resources Divis. of Psychology & Lan.. SPSC modules My profile Logout Help David Copy of CIPDeC 2012-07-23 Questions Questions Menu Questions Branching Custom question numbers Copy of CIPDeC 2012-07-23 Section 1 Edit New text Set page breaks Remove page breaks Preview survey Reports and data Survey home Guide The following steps are recommended for your survey: Create questions Add conditional branching Customize look and feel Set privacy and behavior Translate survey Publish survey Analyze collected data Recent items David CIPDeC SPSC modules Divis. of Psychology & Lan.. Summary report with commen.. Summary report with commen.. 2011-2012 Programme Evalua.. BSc Speech Sciences Programmes based in Chandl.. 23/07/2012 16:49 Opinio 2 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... Communication Intervention with Preschool Deaf Children (CIPDeC) This study has been approved by the UCL Research Ethics Committee (Project ID Number): 2012/003 The information about this project was included in the introductory email. Please ensure that you have read this carefully before continuing. If you are a professional working with families of deaf children aged 0-5 years in order to promote interaction strategies that you believe will improve the child’s communication development, you are invited to complete this online questionnaire. If you have any questions about the questionnaire before completing it, please contact: Merle Mahon merle.mahon@ucl.ac.uk or Rachel Rees rachel.rees@ucl.ac.uk Developmental Science Research Department, Psychology and Language Science, Chandler House, 2 Wakefield Street, London WC1N 1PF By submitting your responses online you are consenting for your responses to be included in the project data set. By consenting you confirm that you: have read the information in the introductory email; understand what the study involves; agree that the research project named above has been explained to you to your satisfaction; agree to take part in this study; understand that if you decide at any time that you no longer wish to take part in this project, you can notify the researchers involved and withdraw immediately; understand that your information will be treated as strictly confidential and handled in accordance with the provisions of the Data Protection Act 1998; understand that the information you have provided will be included in publications and you will be sent a copy of the final project report. Confidentiality and anonymity will be maintained and it will not be possible to identify you or your data from any publications. agree to be contacted in the future by researchers from UCL and City University who may extend invitations for participation in follow-up studies (in which you can decline to take part). Please note that as with the hyperlinks for the term ‘deaf’ above, the following terms will also have explanatory hyperlinks where relevant: gesture sign Total Communication Auditory Verbal Therapy Hanen Monitoring Protocol for deaf babies and children Parent Child Interaction Advanced Clinical Studies Communication Skills Development Completing the questionnaire This questionnaire will take about 50 minutes to complete. We suggest you complete it in one sitting if possible. If you need to interrupt, you can use the Save & Return feature. This will save your data and email you a link so that you can return later to complete the questionnaire. If you want to change any answers on earlier pages, please use the Back button on the survey itself, and not your browser's Back button. Now click on the Start button to begin the survey itself [ Edit Delete ] ---------- page break ---------- Section 2 Edit Delete New text PART 1 - PROFESSIONAL TRAINING AND ROLE New text Question 1 New question Edit New question from library Add to library Delete 1. Your current professional title(s) 23/07/2012 16:49 Opinio 3 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... Split section New text New question Question 2 New question from library Edit Add to library Delete 2. Description of service that employs you (e.g. health trust) Type of Service Location of Service Select the closest region to where you work New text ---------- page break ---------- Section 3 Edit New text New question Edit Question 3 Delete New question from library Add to library Delete 3. Your professional qualifications and years of experience (indicate as many as apply) Professional Qualification Years of experience Audiologist (including Educational Audiologist) Auditory Verbal Educator Auditory-Verbal Therapist BSL Verbal Assistant/Deaf Instructor Communication Support Worker Learning Support Assistant/Teaching Assistant Social Worker Speech and Language Therapist Teacher of the Deaf Other (Please state) Split section New text New question Question 4 New question from library Edit Add to library Delete 4. Years of experience working with deaf children and their families. (Please give to the nearest whole year.) years New text ---------- page break ---------- Section 4 Edit New text New question Question 5 Delete New question from library Edit Add to library Delete 5. Are you currently studying for an additional professional training (e.g. LSLS Cert AVT)? If so, which? Yes No If you selected yes, please give details Split section New text Question 6 New question New question from library Edit Add to library Delete 6. Additional courses attended for professional development: in working with deaf children and their families Additional course Check box if attended Specify title, level and length of course(s) Advanced Clinical Studies (ACS) Auditory Verbal Therapy (short courses) British Sign Language (BSL) Communication Skills Development (CSD) Hanen Parent-Child-Interaction Masters' level courses Other (Please specify) New text ---------- page break ---------- Section 5 Edit Delete 23/07/2012 16:49 Opinio 4 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... New text New question Question 7 7. Edit New question from library Add to library Delete Indicate the approaches/models that inform your practice and, for those you have ticked, indicate the degree to which it informs your practice using the following scale: 1. 2. 3. 4. = = = = This is my main approach/model I take many ideas from this approach/model I take some ideas from this approach/model I take few ideas from this approach/model Tick if applicable Approaches/Models Degree to which it informs my practice from 1-4 (see above for code) Auditory Verbal Therapy Guidance from Monitoring Protocol for deaf babies and children Hanen Parent Child Interaction Other (please specify) Any comments on how you may mix approaches/models and any particular beliefs/philosophy you have: [Advanced edit] New text ---------- page break ---------- Edit Section 6 New text New question Edit Question 8 8. Delete New question from library Add to library Delete Indicate the communication approach/es that you would be most likely to encourage and, for those you have ticked, indicate the degree to which you would encourage families to adopt it using the following scale: 1. 2. 3. 4. = = = = I I I I would encourage this approach for almost all families would encourage this approach for most families would encourage this approach for some families would never/hardly ever encourage this approach for families NB Total Communication refers to an approach that involves using different methods of communication depending on the communication needs of the child. The idea behind this approach is that signs will not replace, but support the use of the oral method of communication and the use of any residual hearing, to help the development of speech and language skills. The most common sign systems used in this approach are Signed English, or Sign Supported English (SSE) which uses signs taken from BSL. Total communication can involve the following: A sign system based on the English language, such as Sign Supported English (SSE); Fingerspelling; Natural gestures; Lipreading; Body language; Speech; Hearing aids, cochlear implants and radio aids. Approaches Tick if applicable Degree to which it informs my practice from 1-4 (see above for code) Cued Speech Natural Aural Approach Sign Bilingual Approach Total Communication Other (please specify) Any comments on any particular beliefs/philosophy you have on communication approaches [Advanced edit] New text ---------- page break ---------- Section 7 Edit New text Question 9 9. New question Edit Delete New question from library Add to library Delete Give approximate percentage of deaf children with or without additional difficulties on your case load. Note: if children have more than one additional difficulty they can be counted in more than one category and so the percentages could add up to more than or less than 100%. Case load Approximate % Deaf children with no additional difficulties 23/07/2012 16:49 Opinio 5 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... Deaf children with additional cognitive difficulties Deaf children with additional language difficulties Deaf children with additional physical difficulties Deaf children with additional visual difficulties Deaf children with Auditory Neuropathy Spectrum Disorder (ANSD) Deaf children with Autistic Spectrum disorder (ASD) Deaf children with multiple additional difficulties Deaf children with other difficulties (please specify) New text ---------- page break ---------- Section 8 Delete Edit New text New question Question 10 Edit New question from library Add to library Delete 10. What percentage (approximately) of families of deaf children you see have home languages other than English? % Split section New text New question Question 11 Edit New question from library Add to library Delete 11. For those families on your caseload whose home language is not English, give an approximate percentage of those for whom: % English is a second or additional language British Sign Language (BSL) is a home language New text ---------- page break ---------- Section 9 Edit New text New question Question 12 12. Edit Delete New question from library Add to library Delete Is the duration of your intervention time-limited (e.g. six months) rather than ongoing (eg up to Early Years Foundation Stage)? If yes, how long is a typical programme of intervention? Please state in number of weeks. No Yes (please enter typical number of weeks in box) Split section New text Question 13 New question Edit New question from library Add to library Delete 13. In a typical case what is the average frequency of the intervention sessions? More than twice a week Twice a week Once a week Fortnightly Monthly Less than once a month Other Split section New text Question 14 New question Edit New question from library Add to library Delete 14. How long would an average individual intervention session with a deaf child and their family be? Please give your answer in minutes. minutes New text ---------- page break ---------- Section 10 Edit New text Question 15 New question Edit Delete New question from library Add to library Delete 15. Where are your intervention sessions with a deaf child and her or his family conducted? Please give an approximate percentage for each venue. NB These should add up to 100%. Venue for intervention Approximate % Audiology department in hospital Child's own home 23/07/2012 16:49 Opinio 6 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... Cochlear Implant Centre Community Clinic Local community venue (e.g. church hall) Nursery class in mainstream school Own practice Preschool centres/nurseries/playgroups Special school Speech and language therapy department in hospital Unit/resource base in mainstream school Other (please specify) New text ---------- page break ---------- Edit Section 11 New text Edit Question 16 16. New question Delete New question from library Add to library Delete Several components may make up the structure of a typical appointment/visit. Please identify whether any of the components listed below are mainly your responsibility. Where you have answered NO, please indicate whether there is another member of your team/service who undertakes that component (e.g. audiologist, speech and language therapist, teacher of the deaf). If you share the responsibility equally with another professional, please tick“yes” and then describe in the comments box. Tick if you provide this component Component If no, please indicate who does Comments Advisory roles with family around counselling and information exchange about hearing loss Evaluation of progress (e.g. using the monitoring protocol, using standardised assessment or other assessment strategies such as informal assessments) Checking function and supporting consistent use of hearing device or CI technology Administrative support (e.g. helping family with disability living allowance applications) Direct intervention with parent/carer and child, aiming to promote interaction strategies that accelerate communication development Other components of intervention (please specify in comments) New text ---------- page break ---------- Section 12 Edit Delete PART 2 - INTERVENTION PRACTICES USED WITH PRE-SCHOOL DEAF CHILDREN AND THEIR FAMILIES TO ACCELERATE COMMUNICATION DEVELOPMENT STRATEGIES Please read the Introductory comments and details of the Rating Scale before continuing. Use the hyperlinks where needed. Introductory comments In family-based intervention for pre-school deaf children practitioners are likely to encourage families to use strategies to accelerate their child’s communication development. “Families” refer to carers, parents and other family members. The first part of this questionnaire (Strategies: Sections A-G) include a list of strategies that have been proposed by professionals with a range of theoretical viewpoints and experience. Note that effective strategies may not be all encouraged simultaneously nor used all of the time by families. It is important to consider whether you believe the strategy would be effective if it was used with the appropriate degree of frequency by the carer/parent/family member and if it was chosen by you and/or them to focus on at a particular time. Rating scale Please consider how often you would encourage families to adopt the strategy and then tick the relevant box by choosing one of the following: 0-10%: I would hardly ever / never encourage families to adopt this strategy (approximately 0-10% time) and/or would encourage no or very few families to adopt it (approximately 0-10%) 23/07/2012 16:49 Opinio 7 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... 10-30%: I may encourage families to adopt this strategy but generally would not (approximately 10-30% time) and/or I may encourage a few families to adopt it (approximately 10-30%) 30-60%: I sometimes encourage families to adopt this strategy (approximately 30-60% time) and/or I may encourage some families to adopt it (approximately 30-60%) 60-90%: I often encourage families to adopt this strategy (approximately 60-90% time) and/or encourage many families to adopt it (approximately 60-90%) 90-100%: I always or nearly always encourage families to adopt this strategy (approximately 90-100% time) and/or would encourage most families to adopt it (approximately 90-100%) At the end of each section there is an optional comment box where you can comment on issues covered and/or explain your choices. [ Edit Delete ] New question Question 17 Edit New question from library Add to library Delete 17. Section A - Strategies Please consider how often you would encourage families to adopt the strategy using the ratings provided Strategy 0%-10% 10%-30% 30%-60% 60%-90% 90%-100% 1) Use naturally occurring situations (e.g. bath time, mealtimes, shopping) as opportunities for communication 2) Set aside special times for communication (This could be in addition to 1) 3) Watch their child carefully to notice their focus of attention and any attempts to communicate (non-verbal or verbal) 4) Wait for their child to initiate conversation 5) Respond positively to all the child’s attempts to communicate (e.g.pointing, gaze) 6) Talk about the child’s focus of attention 7) Engage in activities that encourage joint attention (e.g. talking about pictures in books) 8) Use words/sentences that are not too far above the child’s level of language (e.g. if the child has no spoken words to generally keep to short, literal and less-complex utterances such as “Look at the aeroplane”, “I’m tickling you!”) 9) Use unexpected remarks not linked to child’s focus of attention (e.g. child is looking at the slide and adult says “I’m hungry. I think I’ll get out the biscuits”) 10) Use utterances that attempt to “mind read” the child (e.g. “You know that’s helicopter – don’t you!”, “I don’t think you like that cake”) 11) Use utterances that relate a situation back to the child’s own experience (e.g. “You’ve got a scarf like that”, “She looks like your sister”) 12) Use telegrammatic utterances that may be ungrammatical in order to reduce complexity (e.g. “drink cold” vs “the drink’s cold”) 13) Avoid interrupting child’s attempts to communicate 14) Build up routines/set phrases in social situations (e.g. routines for getting dressed/mealtimes etc.) to help the child predict and make sense of language input Any comments on Section A [Advanced edit] New text ---------- page break ---------- Section 13 Edit New text Question 18 New question Edit Delete New question from library Add to library Delete 18. Section B - Strategies Please consider how often you would encourage families to adopt the strategy using the ratings provided Strategy 0%-10% 10%-30% 30%-60% 60%-90% 90%-100% 1) Use words and utterances alongside their referent/s to help child link words with meanings (e.g. look at a bubble and say “a bubble!”, pop it with your finger and say “pop”, when the bubble bursts say “It’s gone”) 2) Refer to referent BEFORE the child sees it (e.g. say “a bubble” and then blow a bubble) 3) Position themselves so that the child can see their face if they choose to look (e.g. sitting/lying on floor if child is playing on the floor, sitting child next to wash basket as they talk about clothes they are pulling out) 23/07/2012 16:49 Opinio 8 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... 4) Use varied intonation when communicating 5) Use volume at higher end of typical range when communicating 6) Use speed at lower end of typical range when communicating 7) Use facial expression that provides cues to meaning when communicating 8) Use pausing during interaction to gain attention and encourage listening 9) Use changing to a whisper during interaction to gain attention and encourage listening 10) Use intrigue (e.g. what’s in the bag? --- Oh! It’s a --) during interaction to gain attention and encourage listening 11) Use tapping child on the shoulder/arm etc during interaction to gain attention and encourage listening 12) Use waving during interaction to gain attention and encourage listening 13) Use child's name during interaction to gain attention and encourage listening 14) Use “mini-songs” (a simple phrase repeated in a highly inflected, sing-songy voice e.g. Adult: “Good MORning, Good MORning, Good MORning” when first greeting child in the day) 15) Draw the child’s attention to environmental sounds (e.g. door bell ringing, cutlery drawer clattering when opened) 16) Stress the words carrying the meaning/new information (e.g. “Look at the bubble”, “Here’s another bubble”) 17) Extend a spoken/signed utterance from the child (e.g. Child:“gone”, Adult: “yes, the bee’s gone”) 18) Repeat a spoken/signed utterance from the child 19) Describe own activities done with the child (e.g. Adult: “Where’s the sugar? Let’s look for the sugar. There it is!”) Any comments on Section B [Advanced edit] New text ---------- page break ---------- Edit Section 14 New text New question Edit Question 19 Delete New question from library Add to library Delete 19. Section C - Strategies Please consider how often you would encourage families to adopt the strategy using the ratings provided Strategy 0%-10% 10%-30% 30%-60% 60%-90% 90%-100% 1) Accompany speech with gestures as a general way of communicating 2) Accompany speech with gestures when the child is having difficulty comprehending and then gradually reduce the use of gestures as the child's language develops 3) Accompany speech with signs as a general way of communicating 4) Accompany speech with signs when the child is having difficulty comprehending and then gradually reduce the use of signs as the child's language develops 5) Say the utterance, then sign and say the same utterance, and then say the utterance again without sign 6) Deliberately use strategies to make sure the child is able to see the adult’s face for information about what they are referring to (e.g. waiting until they look, holding an object near the face) 7) Deliberately use strategies to make sure the child is not able to see the adult’s face for information about what they are referring to (e.g. talk when the child is looking at an object, cover mouth) to encourage them to use their hearing Any comments on Section C [Advanced edit] New text ---------- page break ---------- Edit Section 15 New text Question 20 New question Edit Delete New question from library Add to library Delete 20. Section D - Strategies Please consider how often you would encourage families to adopt the strategy using the ratings provided 23/07/2012 16:49 Opinio 9 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... Strategy 0%-10% 10%-30% 30%-60% 60%-90% 90%-100% 1) Pause in familiar activities / routines to encourage child to make a request or comment (e.g. pause when blowing bubbles to encourage the child to request that you continue) 2) Pause in familiar phrases to encourage the child to speak (e.g. “Moo says the ---“) but continue if no response 3) Pause in familiar phrases or after a question and count to 10 to wait for a response and, if no response, repeat the question or part of phrase 4) Offer the child a choice to encourage a verbal response (e.g. holding up a choice of juice and milk and asking the child “Do you want juice or milk”) 5) Tell the child what to say/ask them to repeat what you say (e.g. If the child responds to “Do you want juice or milk?” by just looking or pointing, the adult says “Say juice”) (Does not include social behaviours – eg telling the child to say please) 6) Encourage child to repeat a word (or utterance) more clearly 7) Manipulate activity/situation so that child is encouraged to put more words together (e.g. asking child to remember a part of a story they know well while looking at picture book, asking the child to tell another what to do in a game) 8) Ask the child to repeat a longer utterance. 9) Provide positive feedback on the child’s use of vocabulary or grammar (e.g. Adult: “That’s a good word”, “What a good way to describe that!”) 10) Provide positive feedback on the clarity of the child’s speech (e.g. Adult: “now I know what you said!”, “you said that really well”) Any comments on Section D [Advanced edit] New text ---------- page break ---------- Section 16 Edit New text New question Edit Question 21 Delete New question from library Add to library Delete 21. Section E - Strategies Please consider how often you would encourage families to adopt the strategy using the ratings provided Strategy 0%-10% 10%-30% 30%-60% 60%-90% 90%-100% 1) Use symbolic noises and animal sounds (e.g. chch, brmbrm, moo) to embellish play/conversation/storytelling (e.g. Adult: “Here comes the train, ch,ch,ch”, Adult: “Moo said the cow”) 2) Focus specifically on encouraging the child to build up a wide range of sound-object associations (e.g. brrr for car, ptpt for boat, mooo for cow, chch for train) before the child understands or uses spoken words. 3) Conduct auditory training with selected sound-object associations. (e.g. adult produces sounds alongside objects as above and then gradually encourages child to distinguish sounds by identifying the correct object when listening without lipreading.) 4) Instruct the child to repeat symbolic noises, animal sounds 5) Target words (i.e. select specific words for parents to focus on) at ANY stage of language development (i.e. from “no spoken words”). This would involve parents choosing activities/situations that will allow for the repetition of selected words 6) Target words when the child has reached the level of language where they are combining words (and their development may be following the pattern of typical development) 7) Target words when the child has reached a level of language where they are at least combining words AND they are lacking words that would normally be expected at that stage or are needed immediately (e.g. for topic in nursery) 8) Expect and aim for the child to produce targeted words in the first or second session where they are being modelled by the parent/carer in context 9) Expect and aim for the child to produce targeted words after a series of sessions where they are being modelled by the parent/carer in context 10) Target the comprehension of longer utterances (e.g. if the child is generally following one information-carrying word in an utterance, aim for the child to follow two information-carrying words) Any comments on Section E [Advanced edit] New text ---------- page break ---------- Section 17 Edit Delete 23/07/2012 16:49 Opinio 10 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... New text New question Question 22 Edit New question from library Add to library Delete 22. Section F - Strategies Please consider how often you would encourage families to adopt the strategy using the ratings provided Strategy 0%-10% 10%-30% 30%-60% 60%-90% 90%-100% 1) Target particular speech sounds not present in the child’s speech at ANY stage of language development from single words onwards 2) Target particular speech sounds when the child is not using sounds that are normally acquired at their stage of spoken language development (e.g. child is putting 2 words together and not producing /t/ or /d/) 3) Target particular speech sounds when the child is not using sounds that are normally acquired at their stage of spoken language development AND the child is aware of how spoken words are split into segments (e.g. knows that “dog” starts with “d”) 4) Emphasise targeted sounds (in terms of length and/or intensity) during interactions 5) Draw the child’s attention to a targeted sound produced by the adult (e.g. “did you hear the /s/ at the end of that word?") 6) Encourage the child to reflect on the way they produced their last spoken utterance (eg “Did you remember to say the /s/ at the end of the word?") 7) Encourage the child to plan their speech more carefully (e.g. “tell me what you can see and try and remember to say the /s/ sounds”) Any comments on Section F [Advanced edit] New text ---------- page break ---------- Section 18 Edit New text New question Edit Question 23 Delete New question from library Add to library Delete 23. Section G - Strategies Please consider how often you would encourage families who have English as an additional language at home to adopt the strategy using the ratings provided Strategy 0%-10% 10%-30% 30%-60% 60%-90% 90%-100% 1) Encourage the family to use English, regardless of whether it is their home language, when interacting with their deaf child 2) Encourage the family to use their home language when interacting with their deaf child 3) Encourage family to use any spoken language when interacting with their child 4) Encourage the family to use any spoken language together with gesture, sign and other means of communication when interacting with their child 5) Encourage ALL members of the family to interact with the deaf child 6) Focus on encouraging the primary carer to interact with the deaf child at home 7) For parents who do not speak English, encourage using someone to interpret from home language into English when interacting with their child 8) For parents who speak very little English, encourage using someone to interpret from home language into English when interacting with their child 9) For parents who use BSL, encourage using someone to interpret from BSL into spoken language when interacting with their child Any comments on Section G [Advanced edit] New text ---------- page break ---------- Section 19 Edit Delete METHODS Please read the Introductory comments and details of the Rating Scale before continuing. Use the hyperlinks where needed. Introductory comments Practitioners use a range of methods to encourage families to adopt strategies that they believe will accelerate spoken language development. The second part of this questionnaire (Methods: Sections H-J) includes a list of methods that have been proposed by professionals with a range of theoretical viewpoints and experience. 23/07/2012 16:49 Opinio 11 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... Rating scale Please consider how likely you are to use the methods listed using the following ratings: 0-10%: I would hardly ever / never use this method (approximately 0-10% time) and/or would use this with no or very few families (approximately 0-10%) 10-30%: I may use this method but generally would not (approximately 10-30% time) and/or I may use this with a few families (approximately 10-30%) 30-60%: I use this method approximately 30-60% time and/or I use this with some families (approximately 30-60%) 60-90%: I often use this method (approximately 60-90% time) and/or use this with many families (approximately 60-90%) 90-100%: I always or nearly use this method (approximately 90-100% time) and/or use this with most families (approximately 90-100%) At the end of each section there is an optional comment box where you can comment on issues covered and/or explain your choices. [ Edit Delete ] New question Question 24 24. Edit New question from library Add to library Delete Section H - Methods Please consider how likely you are to use the methods listed using the ratings provided Method 0%-10% 10%-30% 30%-60% 60%-90% 90%-100% 1) Discuss advantages of some ways of interacting over others 2) Use rating scale/checklist for family member to evaluate aspects of their interaction 3) Video-record family member interacting with child followed by discussion 4) Observe live interaction between family member and child followed by discussion 5) Encourage family member to choose goals for their own interaction skills (i.e. through discussion, family member chooses interaction behaviours they will try to change) 6) Provide family member with pre-set interaction goals from a programme (e.g. monitoring protocol) 7) Encourage family member to choose goals that work best for their individual child 8) Limit number of interaction goals to between one and three and only add more goals when first set have been achieved Any comments on Section H [Advanced edit] New text ---------- page break ---------- Section 20 Edit New text Question 25 25. New question Edit Delete New question from library Add to library Delete Section I - Methods Please consider how likely you are to use the methods listed using the ratings provided Method 0%-10% 10%-30% 30%-60% 60%-90% 90%-100% 1) Prompt the family member during actual interactions with their child (e.g. “Wait for Susie to take a turn and, when she does, respond”) 2) Point out positive strategies used by the family member and their effect on the child when watching a recording (e.g. “When you waited for Ahmed to take a turn he responded by pointing to what he wanted and vocalising”) 3) Encourage family member to reflect on their interaction strategies and the effects on the child 4) Model a strategy for family member to comment on and/or copy 5) Record models of practitioner using strategies for the family member to take home and study 23/07/2012 16:49 Opinio 12 of 12 https://opinio.ucl.ac.uk/admin/questionList.do?action=viewQuestionL... Any comments on Section I [Advanced edit] New text ---------- page break ---------- Edit Section 21 New text New question Edit Question 26 26. Delete New question from library Add to library Delete Section J - Methods Please consider how likely you are to use the methods listed using the ratings provided Method 0%-10% 10%-30% 30%-60% 60%-90% 90%-100% 1) Encourage strategies in everyday situations at home 2) Encourage strategies during play sessions in clinic/centre 3) Encourage strategies during simulated home situations in a clinic/centre (e.g. breakfast time, bedtime reading) 4) Ask the family member to use new strategy/ies as often as possible in everyday situations 5) Ask the family member to use a new strategy/ies in special times set aside at regular intervals (this could be in addition to 4) 6) Ask the family member to record in writing what they have done between sessions as a basis for discussion 7) Ask the family member to video-record what they have done between sessions as a basis for discussion Any comments on Section J [Advanced edit] New text ---------- page break ---------- Section 22 Edit New text Edit Question 27 27. New question Delete New question from library Add to library Delete Thank you! You have now almost completed the questionnaire. If you would like to be sent a summary report of the findings of this project when they are available, please enter your email address below. New text New question New question from library ---------- page break ---------- Copyright 1998-2012 ObjectPlanet 23/07/2012 16:49