Coach2Coach (C2C)

Our 2022 registration window is now closed, however, THESE offerings are available NOW.

  • Detailed Coach2Coach (C2C) information below.
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IMPORTANT ANNOUNCEMENT! WE WERE JUST APPROVED (ON FEB. 11) FOR ILLINOIS EI CREDIT! See our CE Information below for IL EITP details. For IL EITP credit, please complete THIS purchase.

Early Intervention - Embedded Coaching Quiz

Are you a highly skilled coach?
Have some room for growth?
Pretty new to all of this?

Take this 2 minute quiz to discover
where you land along the coaching continuum.

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You'll also join the email list for more coaching resources. 

What do you know about coaching strategies?

Coaching caregivers means that we (choose the best answer)

Adult learning theory suggests that we (adults) learn best when we...

Asking a caregiver, "What are some other times during the day when Joey can practice standing independently?" is BEST described as

Telling a parent to focus on a particular developmental skill, is an example of

Each (virtual or in-person) home-visit should include

Which answer BEST explains why everyday routines are valuable learning contexts?

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Coach2Coach (C2C) is the early intervention community you want, but until now, had no idea it existed. We represent a grassroots movement of professionals who are deeply committed to improving our skills, knowledge, and resources surrounding early intervention best practices in order to benefit the children and families we serve. C2C is open to all professionals working in early intervention (EI) including: OTs, PTs, SLPs, ESCE teachers/specialists, developmental specialists, psychologists, LMFTs, service coordinators, social workers, nurses, deaf and hard of hearing teachers, vision specialists, etc.

Mission Statement

Coach2Coach supports early intervention professionals through community and connection with collaborative professional development opportunities.  We prioritize routines-based intervention and caregiver coaching in order to support the social-emotional well-being of children and families. 

  • Do you wish you had the skills and confidence to effectively coach caregivers within the context of their everyday routines?
  • Are you frustrated that you had little to no birth-to-three specific experience and education in grad school or from your supervisors?
  • Have you taken other coaching courses, but still feel like the philosophy isn’t carrying over into transformative home-visits?
  • Maybe you already feel successful, but are seeking new perspectives, resources, and inspiration?
  • Do you want to build your confidence and skills to mentor other professionals?

If so, you’re not alone! Most early intervention professionals receive NO training or experience specific to family-centered, birth-to-three work in graduate school (Campbell et al., 2009)! And post-graduate coaching courses are packed with useful research and compelling examples, but the content is simply too dense to implement without ongoing support and opportunities for practice. 

Testimonials

Our prior C2C participants have shared just how impactful this experience has been for them and the families they work with (click on each image to enlarge):

Why C2C

If you’re like most early intervention professionals, you aspire to:

  • Effectively support families
  • Enhance your early intervention skills
  • Increase your confidence
  • Build relationships and learn WITH colleagues 
  • See actual results after a training AND have the opportunity to come back again and again to further deepen your skills.

I felt the same AND I also felt defeated by so many obstacles that were out of my control (e.g. unsupportive work environments, statewide systems that don’t support interdisciplinary and transdisciplinary models, philosophical differences such as deficit-based approaches vs. neurodiversity-affirming and strength-based practices). This is exactly how C2C came to be. Enough was enough. Continuing education must involve peer-to-peer support for adult learners to be successful. So we built it and over 500 of you came! Families, professionals, expert speakers, and dozens of volunteers made it possible for C2C to run effectively for 15 months, through small grassroots efforts with the Infant Development Association of CA and Cal State University East Bay! During our pilot season, we watched excerpts from 22 real-life virtual and in-person home-visits, built a resource library, self-reflected, practiced coaching strategies together, covered over a dozen specific themes, hosted expert guests, and had bustling support and feedback in our live Zoom chat feeds! 

Coach2Coach is different from other professional development courses because it provides opportunities to: 

  1. actively participate in our learning by practicing coaching strategies (repeatedly and over time)
  2. learn content in small doses and gradually augment that learning with new content 
  3. self-reflect to solidify our commitment to this work and recognize our growth
  4. problem-solve to build from our strengths WITH supportive colleagues

When we use adult learning principles with intention in our professional development work, we’re able to effectively and sustainably support other adult learners (caregivers) during our virtual and in-person home-visits throughout our career.

C2C is the ONLY place where professionals across disciplines and across the world can come together at a low cost to share, problem-solve, reflect, and learn from experts, each other, and real life home-visit videos over time! 

Enrollment Includes

  1. Four live, two-hour C2C events, each focused on a specific theme with expert guest speakers and coaching practice using real videos of early intervention home-visits. On-demand access is available for those who cannot join live and for those who want to rewatch. 
  2. Two Peer2Peer events (one hour each) with small-group problem-solving and discussion.
  3. Access to all previous Coach2Coach events (15 events) from Feb. 20, 2022 to Nov. 30, 2022.
  4. Access to all our resources and our parent practice video library.
  5. Attendance Certificate for up-to eight CMH hours (partial credit available if applicable).

Cost

  • New C2C participants = $199.00
  • Renewals for previously paid participants = $99 with coupon code: RENEW4U
  • Group rate (for previously paid participants) = $85 each when 5+ participants register together. Use coupon code: HIAGAIN
  • Group rate (new participants) = $170 each for five+ participants, with coupon code: 29OFF
  • These coupons may not be stacked

A portion of our proceeds are donated to the Infant Development Association of California, a nonprofit organization committed to improving California’s early intervention service system.

CE Fees /Reporting = $40 in addition to C2C pricing (paid for at check-out). This only applies to SLPs who want their CEUs reported to ASHA, as well as PTs & Nurses who want a CE Certificate from the Infant Development Association (a CA board approved CE provider).

CEU/CMH Information

ALL PARTICIPANTS WILL RECEIVE AN ATTENDANCE CERTIFICATE FOR CERTIFICATION MAINTENANCE HOURS (CMHS) AT NO EXTRA COST.

Cal State University – East Bay is our Approved ASHA CE Provider: Additional CE Information and FAQs for SLPS/SLPAS HERE & here is our official ASHA Flyer. ASHA CE reporting includes an extra cost ($40).

The Infant Development Association of California (IDA) will provide CE Certificates for CA Nurses & CA Physical Therapists at an additional cost ($40), for those who want this additional certificate. Additional Information for Nurses and PTs HERE.

We have applied for course approval with the Early Intervention Training Program (EITP) in Illinois for EI providers (across all disciplines). Our approval is pending until 3/2/22.

Scholarships

We always give away a select number of scholarships. Apply HERE and you will be notified by 2/9/22.

Dates, Themes, Speakers

Coach2Coach 2022: Enhancing and Sustaining Embedded Coaching Practices in Early Intervention

Date/Time ALL PST Theme Speakers*
Friday, March 4, 2022
12-2pm PST
Reflection and Connection Dana Childress, PhD
Friday, April 8, 2022
12-2pm PST
Effective Coaching in Early Childcare Centers Mollie Romano, PhD, CCC-SLP
Friday, May 6, 2022
12-2pm PST
Embedding Visuals Into Everyday Routines Rachel Madel, MA, CCC-SLP
Friday, June 3, 2022
12-2pm PST
Coaching Considerations for Neurodivergent Caregivers and Multi-Risk Families Sarah Selveggi Hernandez, MOT, OTR/L
and Moyna Talcer, OT
Friday, August 19, 2022
12-1pm PST
Getting Started with New Families Peer2Peer with C2C participants
Friday, October 7, 2022
12-1pm PST
Making and Reaching our Goals Peer2Peer with C2C participants
*Read Speakers’ Biographies & Disclosures HERE

Not sure if C2C is the right professional development activity for you?

  • Take a look at our Instagram highlights for examples of coaching strategies and see snippets of the home-visits we’ve reviewed together during past C2C events.
  • Test one of our free resources.
  • Self-reflect (just like we do together during C2C) by considering the following questions:
    • Am I confident that I’m fully meeting my potential for supporting families through embedded coaching?
    • Do I feel stuck (always, sometimes) in play and book-sharing routines, but unsure how to effectively support families during other parts of their day? 
    • Am I reliant on a “toy bag”? 
    • Do I know what the 11 coaching strategies are and HOW to implement them effectively in my EI work?
  • Take our quiz (above) to find out how your current coaching skills measure up. 

Learning Outcomes

After completing the C2C 2022 Cohort, you will be able to:

  1. Integrate self-reflection into your daily early intervention work. 
  2. Describe three ways to support children and families with visual support in everyday routines. 
  3. Discuss four ways to effectively coach providers and caretakers in early childcare settings. 
  4. Connect neurodiversity-affirming practices to your embedded coaching work with caregivers.  
  5. Identify at least eight coaching strategies.

Volunteering

After 15 months of C2C events, it’s obvious (from your feedback) that you love to see examples of REAL LIFE HOME-VISITS, from regular professionals, doing the hard work, WITH families. These are not experts. These are not researchers in a lab. These are our peers who courageously volunteer because:

  • They understand that video self-modeling is one of the very best ways to learn 
  • They want to support our C2C community and grassroots movement (C2C is possible because of the families and professionals who volunteer)

Read what others had to say about their experience volunteering for C2C (click on each image to enlarge):

Volunteering is NOT required.

About Stacey

Coach2Coach is owned by Stacey Landberg, M.S., CCC-SLP.  Stacey is a thought-leader, an early interventionist, a speech-language pathologist, a mother, and national guest speaker. She has spent 17+ years working with families through early intervention home-visiting across Los Angeles.  She collaborates with researchers in order to disseminate evidence related to family-centered practice. Stacey has trained E.I. providers, agencies, regional centers, and COEs on early intervention topics (e.g. coaching, RBI, autism, screen-time) since 2015.  In August 2020, C2C was born through a generous partnership with the Infant Development Association of CA in order to urgently support early intervention providers with their transition to virtual coaching. The need continues as we (home-visitors) increase our self-efficacy and improve our routines based intervention and coaching skills, in order to sustain our long-term growth and development. Stacey’s mentor (since 2004) is Juliann Woods, PhD, CCC-SLP. Dr. Woods developed Family Guided Routines Based Intervention and is considered by many to be an early intervention icon. Please visit her website for information and free resources.

Thank you for considering our supportive and strengths-based Coach2Coach Cohort for your 2022 professional development! Our cohort includes professionals with all levels of experience, as we all have strengths to build from and doing it together makes it fun, inspiring, and sustainable. We gather because we understand that we benefit from ongoing support and skill development in order to successfully build relationships with each family that we partner with. 

References used the in the development of C2C course content

  1. Branson, D., & Demchak, M. (2009). The use of augmentative and alternative communication methods with infants and toddlers with disabilities: a research review. Augmentative and alternative communication (Baltimore, Md. : 1985), 25(4), 274–286. https://doi.org/10.3109/07434610903384529
  1. Childress, D.C. (2021). Pause and reflect: your guide to a deeper understanding of early intervention practice. Paul H. Brookes Publishing Co.
  1. Friedman, M., Woods, J., & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. Infants & Young Children, 25(1), 62-82.
  1. Heidlage, J. K., Cunningham, J. E., Kaiser, A. P., Trivette, C. M., Barton, E. E., Frey, J. R., & Roberts, M. Y. (2020). The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis. Early Childhood Research Quarterly, 50, 6-23.
  1. Lorio, C.M., & Woods, J. (2020). Multi-component professional development for educators in an Early Head Start: Explicit vocabulary instruction during interactive shared book reading. Early Childhood Research Quarterly, 50, 86-100.
  1. Romano, M., & Woods, J. (2018). Collaborative Coaching With Early Head Start Teachers Using Responsive Communication Strategies. Topics in Early Childhood Special Education, 38(1), 30–41. https://doi.org/10.1177/0271121417696276
  1. Romano, M., Schnurr, M., Barton, E. E., Woods, J., & Weigel, C. (2021). Using Peer Coaches as Community-Based Competency Drivers in Part C Early Intervention. Topics in Early Childhood Special Education. https://doi.org/10.1177/02711214211007572
  1. Romski, M.A. & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants and Young Children, 18, 174-185.
  1. Sone, B. J., Lee, J., & Roberts, M. Y. (2021). Comparing instructional approaches in caregiver-implemented intervention: An interdisciplinary systematic review and meta-analysis. Journal of Early Intervention. https://doi.org/10.1177/1053815121989807
  1. Talcer, M. C., Duffy, O. & Pedlow, K. A Qualitative Exploration into the Sensory Experiences of Autistic Mothers. J Autism Dev Disord (2021). https://doi.org /10.1007/s10803-021-05188-1
  1. Windsor, K. S., Woods, J., Kaiser, A. P., Snyder, P., & Salisbury, C. (2019). Caregiver-implemented intervention for communication and motor outcomes for infants and toddlers. Topics in Early Childhood Special Education, 39(2), 73-87.
  1. Wright, C. A., & Quinn, E. D.  (2016). Family-centered implementation of Augmentative and Alternative Communication systems in early intervention. Perspectives of the ASHA Special Interest Groups, 1(1), 168-174.