This is Part 3 of the Parent-Coaching in Early Intervention Mini-Series (reads Part 1 and Part 2 here). This post is all about Adult Learning Methods and Parent-Coaching, and why they’re important.
Parent-coaching is an evidence-based strategy/approach which is rooted in adult learning theory. We know that coaching parents/caregivers to use strategies/skills at home with their child is beneficial. But in order for this therapy approach to be effective, we need to use methods of learning that help adults learn best.
Adults learn differently…
Adults learn differently to children. A wealth of research has looked into the different methods and styles that are most beneficial for adult learners.
It is understood that adults learn best when…
- they understand the context where their learning can be applied
- they are actively engaged and have opportunities to practice skills
- they are taught using a variety of methods/practices
- they have an opportunity to reflect on their own performance.
Adults are also practical, goal oriented, internally motivated, and like the knowledge to be relevant to their life, (ref. veipd.org).
What do Adult Learning Methods/Principles have to do with parent-coaching?
We know that effective parent-coaching involves active participation and engagement from the therapist, parent/caregiver, and the child. We also know that effective coaching incorporates opportunities for feedback, reflection, and collaboration (Rush and Shelden, 2020). Additionally, we know that adults learn in a different way to children, and the approach we use when coaching adults is important. So, in order for us to effectively coach parents and caregivers, we need to be considering the ways in which they learn, and we should be incorporating these methods of adult learning into our sessions.
Dunst and Trivette (2009) researched about the different methods used to train parents and caregivers, and what makes these effective. They identified six characteristics of adult learning methods that are associated with positive outcomes (Introduction, Illustration, Practice, Evaluation, Reflection, and Mastery). The research by Dunst & Trivette (2009) also demonstrated that it is beneficial to use a variety of these characteristics when coaching parents/caregivers.
The six characteristics/methods are:
Introduction: Explain the new focus or skill.
Illustration: Model how to use the skill.
Practice: The learner (parent/caregiver) practises the skill.
Evaluation: The learner (parent/caregiver) considers the outcome of using the skill.
Reflection: The learner reflects on how practice went and next steps.
Mastery: Self-assessment and link to goals.
These are characteristics we should be incorporating into our parent-coaching sessions, and I bet you are, without even realising it! Recapping last week and explaining the new strategy or skill, is an Introduction. Modelling how to use a strategy, highlighting when you used it and how the child responded, is Illustration. Encouraging the parent/caregiver to practise the strategy in the session and giving feedback on this is Practice. It is likely that you will be naturally incorporating these characteristics into your coaching sessions already, so way to go you! But, if you’re not sure, or you want a structure to follow in your parent-coaching sessions, check out the fourth and final part of this Parent-Coaching Mini-Series here.
Want to learn more about Adult Learning Principles/Methods?
For an informative set of blog posts about Adult Learning Principles and Methods check out the Adult Learning section on the Virginia Early Intervention Professional Development Centre website.
References:
Dunst, C.J., and Trivette, C.M. (2009). ‘Let’s Be PALS An Evidence-Based Approach to Professional Development’. Infants and Young Children, Vol. 22 (3), pp.164-176.
Dunst, C.J., and Trivette, C.M. (2012). ‘Moderators of the Effectiveness of Adult Learning Method Practices’. Journal of Social Sciences, Vol. 8 (2), pp.143-148.