COACHINGCOACHING

Coaching focuses on partnering with families. This is a shift from the

expert telling parents what to do in a top down fashion to a coach who would work alongside the parents.

Recommended practice in EI service delivery

because it teaches and supports caregivers to promote

child’s development

Promotes active participation and engagement of

parents with their child in meaningful routine contexts.

Increases caregivers’ competence and confidence to

independently implement strategies and supports when

parent advisor is not present.

Why Collaborative Coaching?

What - specific target for the child

Where – routine, activity setting

When – points within routine

How – to use intervention strategy

How – much – frequency of opportunities

Is it working – response expected

What Families Need to Know Between Visits

Learning Cycle

RoutinesRoutines

General Coaching Strategies

•Conversation and Information Sharing

•Observation

•Joint Interaction

Specific Coaching Strategies

•Direct Teaching•Demonstration with Narration

•Guided Practice with Feedback

•Caregiver Practice with Feedback

•Problem Solving•Reflection

Caregiver Coaching Strategies

Direct Teaching Direct Teaching Parent Advisor shares information about specific intervention strategies for child development.

Demonstration with Demonstration with NarrationNarrationParent Advisor takes the lead in demonstrating a strategy with the child and narrates her actions.

Direct Teaching and Demonstration

Parent Advisor and caregiver work as partners with the child and exchange roles in practicing intervention strategies.Parent advisor guides the interaction with specific suggestions about care giver behavior within the context of a routine and offers feedback during/ following the routine.

Guided Practice with Feedback

Caregiver leads the interaction with the childParent Advisor observes and supports the interaction by offering feedback specific to the caregivers behavior without interrupting the routine or immediately following

Caregiver Practice with Feedback

Engages caregivers in •Sharing information that increases ownership•Helps provide or understand what caregiver is thinking

•Supports caregiver decision making

Promotes self assessment important to adult learning

Problem Solving and Reflection

Provide a safe and supportive environmentFocus on goals that were identified collaborativelyIndividualize to match caregiver level and style of

learning Match to your relationship with caregiver

Be specific with concrete examples rather than general

Include more listening and responding than talking and directing

Be positive but don’t be afraid to be honest

Giving Feedback After Guided or Caregiver Practice

Focus feedback on behavior rather than the personUse all for question comment typesSupport questions and comments with objective feedback and cite specific examplesDescribe rather than judgeShare ideas rather than give advise Explore alternatives rather than give solutionsProvide feedback valuable for the receiver rather than the giver

Offering Feedback in Positive Terms

If the caregiver needs:

•Knowledge and experience

•Skill

•Confidence

•Respect for decisions

•Environmental supports

•Motivation

•Reinforcement

Try:

•Information sharing

•Specific coaching

•Reflection

•Conversation

•Problem solving

•Reflection/Problem solving

•Performance Feedback

How Do You Decide Which Strategy?

Home Visit

Home visit part 2: Discussion of topics and incidental modeling

Home visit part 3: Planned modeling

Home visit part 4: Coach parent as they model back

Home visit part 6: Wrap up

Overview of the Topics

Topic 1: What is Natural Environment? (839-849)

Topic 2: The Best Times: Sharing More Information about Daily Routines and Family Activities (850-860)

Topic 3: Putting It Together: Incorporating Skills into Family Routines and Activities (861-870)

Definition of Routine

•Family history, culture, and values•Personality or style•The number of people in a household•Logistics, such as work or school schedules•Age and gender•Physical and mental health•Abilities and disabilities

Variables that Impact Individual Routines

• Beginning and ending

•Outcome oriented

•Meaningful

•Predictable

•Sequential or systematic

•Repetitious

Components of a Routine

•Match the family and child interests

•Promote positive interactions

•Embed functional targets into meaningful outcomes

•Are flexible and adaptable

•Change with the child and family

Family Guided Routines