Getting Ready Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions

36 YOUNG EXCEPTIONAL CHILDREN Vol. 23, No. 1, March 2020 https://doi.org/10.1177/1096250619829744 DOI: 10.1177/1096250619829744 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Bert is 2 years old and lives with his mother, father, and a 4-year-old brother in a small rural community where his father farms. Bert has a bilateral sensoryneural hearing loss and has been successfully wearing behind-the-ear aids for 3 months. Bert recently began using a few words in his vocalizations that appear intentional, yet, situational. Bert and his family are receiving supports from a teacher of the deaf (TOD), an early childhood special educator (ECSE), and speech–language pathologist (SLP). This team of professionals works for a local early intervention agency. The team and family have agreed to a primary-provider model of support in which the TOD acts as the primary person to visit Bert and family in their home weekly. The ECSE and SLP meet weekly with the TOD to provide consultation regarding developmentally appropriate and contextually supportive learning opportunities for Bert to advance his auditory responses to his environment, his growth in receptive vocabulary, and his early use of speech and conversations with his brother and parents. The TOD reports that parents have not been as engaged during visits as she had hoped; the parents often sit on the couch watching the TOD interact with Bert 829744 YECXXX10.1177/1096250619829744YOUNG EXCEPTIONAL CHILDRENGetting Ready Interaction Strategies / Marvin et al. research-article2019