Language and Play Everyday (LAPE)

Language and Play Everyday (LAPE) Collaboration with Early Childhood CARES Winter Term 2016

The Language and Play Everyday (LAPE) program was developed by Drs. Heather Moore and Erin Barton in 2010 based on evidence-based naturalistic intervention approaches. The LAPE program teaches parents of young children with communication delays to use evidence-based language-enhancing strategies. These include:  Increasing opportunities for children to communicate during everyday routines.  Identifying communication attempts.  Responsive interaction strategies (e.g., eliminating prompts and questions, waiting for children to initiate, responding consistently and contingently, and verbal expansions)  Increasing vocabulary through the use of targeted words.

Winter term 2016, Heather Moore will collaborate with Early Childhood CARES staff to conduct two LAPE groups. The first will be embedded in Jane Farrel’s toddler class at the Bratton Early Learning Center in Springfield during her weekly parent chat. The second will be for Debra Hamilton’s homevisit families and will take place at the HEDCO clinic (with a playgroup for the children).

All children will be assessed before and after the LAPE program. Assessment will serve three purposes, including helping: 1. Parents to determine appropriate short-term goals for vocabulary development (part of the intervention). 2. Early Childhood CARES providers measure individual child progress. 3. Dr. Moore and Early Childhood CARES providers measure the efficacy of the LAPE program when implemented through toddler classrooms/ to home visit families.

The following will be included in the communication assessment:  Child description questionnaire (one for each child, completed by Jane and Debra prior to LAPE)  Communication questionnaire (completed by parents prior to LAPE)  CDI (completed by parents prior to and after LAPE training)  Speech sound checklist (completed by parents prior to and after LAPE training)  Treatment fidelity checklists (completed by Heather during treatment groups and by Debra/Jane during home visits)  Parent-child interaction video samples. Collected after the first group session and prior to or at the last home visit. Video samples will be analyzed for child communicative behaviors (rate of communication and mean length of utterance) and parent use of language enhancing strategies.

Treatment will consist of group sessions and individual home visit sessions. Heather and her students will plan and conduct all the group sessions. The children in Jane’s class will be in the classroom during the session (with one CDS undergraduate student) and their parents will attend the group LAPE sessions in another room at the Bratton Early Learning Center. Debra’s home visit children will attend a playgroup led by XXX and 2 CDS undergraduate students while their parents attend the group sessions in another room at the HEDCO clinic.

Jane/Debra and Heather’s CDS graduate students will conduct the individual home visit sessions collaboratively. Home visit sessions follow a standard protocol that includes:  Discussion of progress  Review of strategies taught during LAPE group sessions  Time for parents to practice strategies with child while home visitors observe/take data  Time for parents and home visitors to reflect on parent practice  Time for planning practice during daily routines in the coming week

Heather will have 4 CDS graduate students assisting her during the Winter 2014 term, (1- second term student and 3- first term students). They will analyze all assessment data and prepare short assessment/treatment reports. They will also help to conduct the LAPE group sessions and go on as many home visit sessions as possible with Jane and Debra (at least 6). All home visit sessions (that are co-led by CDS students) need to be video recorded so clinical hours can be counted (Heather will watch 25% of video recordings). Students should expect to get the following numbers of clinical hours for participating in the LAPE project:  Assessment 6-8 clock hours  Treatment clock hours (16+ total) o Group 11 hours o Individual at least 6 hours LAPE Schedule Winter 2016

5, 1-hour group (12:30-1:30) sessions Bratton Early Learning Center Springfield 3, 1-hour Home visits (Including initial assessment visit) Date Activity Description 12/8 LAPE Program overview- Parents will be given packet to complete over the 12:45- Orientation break and collected in Jane’s class on 1/5/15 1:15 Team meeting at 12:15 1/12 Group Introduction Description of Naturalistic Interventions (group activity) Vocabulary Development/ Types of Communicators Identifying Routines Collecting Routine samples (homework) 1/19 No meeting Students will help families collect video samples and upload them for analysis.

1/26 Group Identifying Routines (group discussion about homework) Increasing Opportunities for Communication during Daily Routines Homework planning (watch video sample) 2/2 Group Homework discussion Responsive Interactions (waiting, not asking questions, descriptive talk) Planning Home visits 2/8- Home visits* Meet with Heather week of 2/2 to plan home visits 2/19 2/23 Group Discussion of progress Responsive Interactions (Expansions) Homework planning 3/1 Group Discussion of Homework Picking Words to Teach during Daily Routines Planning Home visits Give out CDI and speech-sound checklist- to be collected at last Home Visit 3/7-18 Home visits* Meet with Heather week of 3/1 to plan home visits and collection of post-tx video samples Debra Hamilton’s Home Visit Families (5 families?) 4, 1.5 hour (10:30-noon) group sessions at HEDCO 2, 1-hour Home visits (Including initial assessment visit) Date Activity Description Before Assessment Parents complete assessment packet (given by Debra before break and break returned by mail by 1/4/15?)

1/12 Group Introduction Description of Naturalistic Interventions (group activity) Communication Development/ Types of Communicators All the ways children communicate Identifying Daily Routines and their importance for teaching communication Homework planning 1/19 No meeting Students will help families collect video samples and upload them for analysis.

1/26 Group Identifying Routines (group discussion about homework) Creating opportunities to communicate during daily routines Homework planning (watch video sample)

2/2 Group Homework discussion Responsive Interactions (waiting, not asking questions, descriptive talk, expansion) Planning Home visits 2/8- Home visits* Meet with Heather week of 2/2 to plan home visits 2/19 2/23 Group Discussion of Homework Picking Words to Teach during Daily Routines Planning Home visits Give out CDI and speech-sound checklist- to be collected at last Home Visit 2/29- Home visits* Meet with Heather week of 2/23 to plan home visits 3/11 Week Assessment Parents will receive a progress report in the mail with additional of 3/18 assessment results. * Home visits will be co-led by students and Jane whenever possible. Will need to be videotaped if student is present (Heather will watch 25% so students can count hours)