SAMPLE Parenting Skills Teaching Plan - Georgetown University

Center for Child and Human Development

SAMPLE Parenting Skills Teaching Plan

The following sample parenting skill teaching plan is based on The Health and Wellness Program: A Parenting Curriculum for Families at Risk (Tymchuk, A., 2006) and on the Parents as Teachers Foundational Training Guide and Training Curriculum (Parents as Teachers National Center, Inc., 2014).

This plan is facilitated by a Parent Educator from the Georgetown University Center for Child and Human Development as part of the District of Columbia's Developmental Disabilities Administration Health Initiative Project. The broader mission of GU CCHD is to advance self-determination among the diversity of people with developmental and other disabilities and their families, throughout the life course, and advocate for their full participation in all aspects of community life.

Parent training sessions are provided one to two times per week (approximately 90 minutes per session) depending on assessed skill development needs and focus on direct teaching of new skills, creating adaptive environments that support parenting, modelling desired skills, mentoring parents, and monitoring acquired skills.

Each skill is assessed at the beginning of the training component and quarterly thereafter and are based on each parent's assessed need in relation to the developmental needs of each child. Skills are measured on a scale from 1 to 10, with 1 indicating minimal demonstration of skill and knowledge and 10 indicating mastery of the skill (e.g., can demonstrate the skill with supports as described). Note that not all the sample core skill areas included in this sample would be identified for any single parent, but are included for illustrative purposes.

1

2

3

4

5

6

7

8

9

10

Target skill not observed. Requires full

assistance.

Target skill occurs with

frequent assistance.

Target skill occurs with occasional assistance.

Target skill occurs with intermittent assistance.

Target skill occurs with infrequent assistance.

Target skill completed

without assistance.

Georgetown University Center for Child & Human Development | Box 571485 | Washington, D.C. | 20057-1485 | 202-687-5000 | Fax: 202-687-1954 | email: mam711@georgetown.edu

Core Skill Area Supported Learning

Communication

Child Development

Home Safety and Prevention

Common Child Health Problems and Emergencies

Decision-Making

Goals of Training

Training Supports Provided

1. Establish age

? Visual schedule

appropriate evening

presented by parent

routines for children

educator & used by

2. Promote use of age

parent

appropriate discipline ? Model and practice

3. Establish routine use of

with parent

praise

? Sticker board &

4. Provide supportive

reward system

directions and expectations

? Model and practice with parent educator

1. Engage child in age-

? Model and practice

appropriate

with parent educator

conversations

? Use of verbal

2. Respond to child's

prompts with fading

words, sounds, babbling By parent educator

and support staff

1. Recognize child's

? Model and practice

behavioral cues

with parent educator

2. Console child when

? Verbal prompts with

upset

fading

3. Allow child to make

? Picture based

safe mistakes without

reminder used with

criticism

support from staff

4. Use positive behavioral

supports

1. Support a safe

? Install environmental

environment

safeguards

2. Maintain safety

? Monitor home safety

guidelines

? Visual checklist of

3. Establish escape route

safety routines

from home/apartment ? Visual escape plan

1. Recognize common

? Picture based

health problems

symptom chart

2. Appropriately use

? Model and practice

health materials &

with parent educator

administer medications ? Visual reminders

with support from

staff

1. Recognize

? Model and practice

consequences of

good decision-

choices

making with parent

2. Practice good decision-

educator

making

Baseline Rating

2

1 1

2 4

3

Current Rating

9

8 8

10 9

6

Georgetown University Center for Child & Human Development | Box 571485 | Washington, D.C. | 20057-1485 | 202-687-5000 | Fax: 202-687-1954 | email: mam711@georgetown.edu

Core Skill Area

Goals of Training

Training Supports Provided

Nurturing

1. Celebrate

? Model and practice

accomplishments and

with parent trainer

efforts with child

? Visual calendars to

2. Balance attention to all

schedule time with

children

all children

3. Allow child to make safe

mistakes without

criticism

1. Incorporate individual

time with oldest

daughter

Responding

1. Positively respond to

? Model and practice

child cues

play activities with

2. Support child's

parent trainer

expression of ideas

? Create visual

Calmly respond to high

schedule with goals

stress situations

? Role-play

Financial

1. Establish approaches to ? Development of a

Management

saving income to support

budget

visitation with sons

? Establishment of a

biweekly savings plan

Multi-generational 2. Managing dynamics

? Model and practice

associated with a

relaxation techniques

multigenerational family

and positive

communication

strategies

Co-parenting

1. Establish appropriate

? Role-play good

relationship with co-

communication skills

parent

? Model and practice

2. Collaborate with co-

with parent educator

parent on all facets of

parenting

Financial Literacy 1. Demonstrate basic

? Counting play money

money skills

? Visual chart of bill

equivalents

? Using sale circulars to

demonstrate the cost

of items in bills

? Making appropriate

change

Baseline Rating

6

3

1 3 2

0

Current Rating

10

7

4 5 6

5

Georgetown University Center for Child & Human Development | Box 571485 | Washington, D.C. | 20057-1485 | 202-687-5000 | Fax: 202-687-1954 | email: mam711@georgetown.edu

SAMPLE Summary of Parenting Skill Progress

The following is a sample quarterly progress report that aggregates scores of assessed parenting skills for all parents receiving parenting teaching supports provided by the Georgetown University Center for Child and Human Development as part of the District of Columbia's Developmental Disabilities Administration Health Initiative Project.

Parent Skill Progress Report

10.0 9.0 8.0 7.0 6.0 5.0 4.0 3.0 2.0 1.0 0.0

Baseline Current

Key Metrics Total Number of Parents Assessed Average Baseline Rating Average Current Rating Average Improvement Average Length of Skill Training

36 3.4 7.6 69% 9 months

Georgetown University Center for Child & Human Development | Box 571485 | Washington, D.C. | 20057-1485 | 202-687-5000 | Fax: 202-687-1954 | email: mam711@georgetown.edu

Parenting Skills Checklist

Check Any That Apply. The results of this screening can be used for tailoring person-centered parent teaching plans and rating observed skill level.

Preconception ? Parent Role

Choose a primary care provider Participate in regularly scheduled appointments Learn about sexual health issues Plan for beginning a family Practice safe sex Enroll in identified public benefit programs

Prenatal ? Parent Role

Attend all obstetric appointments Follow the recommendations of the doctor, midwife or NP Learn how to take care of yourself Prepare for the arrival of the baby Enroll in identified public benefit programs

Newborn ? Parent Role

Love your baby and talk to your baby Learn about your baby's habits Sleep when you can and eat food that is good for you Learn to ask for help Enroll in identified public benefit programs

Infancy ? Parent Role

Learn safety skills Take the baby to all scheduled well-child checks Meet other parents of young children Take the baby to activities at the library Observe for safe environments Enroll in identified public benefit programs

Preconception ? Service Agency Role

Nursing assessment identifies areas of support need Model responsible behavior Assess learning needs Reinforce learning Offer support to schedule and keep medical appointments Assist in enrollment in identified public benefit programs

Prenatal ? Service Agency

Assist in planning for arrival of baby, including budgeting Reinforce learning Offer emotional support Offer support to schedule and keep medical appointments Assist in enrollment in identified public benefit programs

Newborn ? Service Agency

Observe for any problem areas (i.e., fussy baby, post-partum) Assist in developing a picture schedule of baby care Offer support to schedule and keep medical appointments Assist in enrollment in identified public benefit programs

Infancy ? Service Agency

Reinforce good parenting skills Assist parent in creating a workable schedule Assist parent to identify community resources Offer support to schedule and keep medical appointments Assist in enrollment in identified public benefit programs

Georgetown University Center for Child & Human Development | Box 571485 | Washington, D.C. | 20057-1485 | 202-687-5000 | Fax: 202-687-1954 | email: mam711@georgetown.edu

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