Brief Biography
Chris Watts, MSW is a developmental research interventionist at the Marcus Autism Center. Chris received her BSW at the University of Georgia and completed her MSW at Georgia State University in the Andrew Young School of Policy Studies. While completing her graduate field work through the Andrew Young School, Chris helped develop focus groups for maternal and child health throughout the State of Georgia and evaluated parent education programs with a focus of child development. At the Marcus Autism Center, Chris has worked with the community to educate healthcare providers on the resources Marcus offers for two years and this past year working as an early intervention provider with at infants.
Kimberly Resua, M.T. is a developmental research interventionist at the Marcus Autism Center in Atlanta, Georgia. Kimberly received her Bachelor’s in Psychology and Master’s in Early Childhood Special Education at the University of Virginia, and completed at post-graduate fellowship in Child Development and Early Childhood Education at Yale University. Kimberly has worked as an educator with the birth to five population in early childhood special education, daycare, and early intervention settings. At the Marcus Autism Center, Kimberly works within the Research Department providing treatment to toddlers at risk for autism spectrum disorder.
Dr. Jenifer Stapel-Wax is an Associate Professor in the Division of Autism & Related Disorders in the Department of Pediatrics at Emory University School of Medicine. Her primary clinical and administrative role is as Director of Infant Toddler Clinical Research Operations at the Marcus Autism Center, Children’s Healthcare of Atlanta.
Highest Degree of Presenter(s)
Chris Riley Watts, MSW
Kimberly Ann Resua, MT
Jennifer Stapel-Wax, PsyD
Presentation Abstract
An essential element of early intervention services is the inclusion of families throughout the intervention process. Caregiver-mediated intervention consists of caregiver coaching and collaboration, supporting interactions between the caregiver and child, as well as supporting caregiver learning and competence (Friedman & Woods, 2012). In order to implement caregiver-mediated intervention, early intervention providers must hone their abilities to collaborate with and support caregivers to deliver high-quality services, empower caregivers, and build competence (Friedman & Woods, 2012). It is important for interventionists to build consensus with caregivers on the child’s short term and long term goals, as well as opportunities for learning within the family’s everyday activities. During the initial stages of intervention, it is critical for interventionists to gain information from families, as well as share information related to child development and the child’s needs. It is important that early intervention providers have coaching strategies and conversational strategies to ensure their conversations are clear, supportive, collaborative, and educational in order for caregivers to best implement strategies for their children. Interventionists should use coaching strategies to match caregivers where they are, from the initial stages of intervention to caregiver independence, ultimately building caregiver capacity. An interventionist’s ability to recognize family strengths and stressors while coaching caregivers is essential to successful early intervention, and can naturally lead to opportunities for crucial conversations surrounding the child’s development, the family system, and family stressors and supports. These conversations are built on a foundation of sharing and gaining sensitive information with a caregiver about the family as a whole and the child’s particular needs. Collaboration with families and building capacity in caregivers are ongoing processes throughout the course of early intervention, allowing caregivers to be well-equipped to utilize skills in everyday life as children continue to grow and develop.
Recommended Citation
Watts, Chris R.; Resua, Kimberly Ann; and Stapel-Wax, Jennifer, "Collaborating with Families: Supporting and Including Caregivers in Early Intervention" (2015). Georgia Association for Positive Behavior Support Conference. 15.
https://digitalcommons.georgiasouthern.edu/gapbs/2015/2015/15
Collaborating with Families: Supporting and Including Caregivers in Early Intervention
An essential element of early intervention services is the inclusion of families throughout the intervention process. Caregiver-mediated intervention consists of caregiver coaching and collaboration, supporting interactions between the caregiver and child, as well as supporting caregiver learning and competence (Friedman & Woods, 2012). In order to implement caregiver-mediated intervention, early intervention providers must hone their abilities to collaborate with and support caregivers to deliver high-quality services, empower caregivers, and build competence (Friedman & Woods, 2012). It is important for interventionists to build consensus with caregivers on the child’s short term and long term goals, as well as opportunities for learning within the family’s everyday activities. During the initial stages of intervention, it is critical for interventionists to gain information from families, as well as share information related to child development and the child’s needs. It is important that early intervention providers have coaching strategies and conversational strategies to ensure their conversations are clear, supportive, collaborative, and educational in order for caregivers to best implement strategies for their children. Interventionists should use coaching strategies to match caregivers where they are, from the initial stages of intervention to caregiver independence, ultimately building caregiver capacity. An interventionist’s ability to recognize family strengths and stressors while coaching caregivers is essential to successful early intervention, and can naturally lead to opportunities for crucial conversations surrounding the child’s development, the family system, and family stressors and supports. These conversations are built on a foundation of sharing and gaining sensitive information with a caregiver about the family as a whole and the child’s particular needs. Collaboration with families and building capacity in caregivers are ongoing processes throughout the course of early intervention, allowing caregivers to be well-equipped to utilize skills in everyday life as children continue to grow and develop.
