Title: Coaching Families and Colleagues in Early Childhood
1Coaching Families and Colleagues in Early
Childhood
- Dathan Rush, MA, CCC-SLP
- Dathan.rush_at_ncmail.net
- MLisa Shelden, PT, PhD
- Mlisa.shelden_at_ncmail.net
- http//www.coachinginearlychildhood.org
2What is the purpose of early childhood
intervention?
- Early childhood intervention is to support care
providers in developing the competence and
confidence to help the child learn.
3303.12 Early intervention services.
General role of service providers 1) Consulting
2) Training 3) Participating in the assessment
4Traditional Paradigm
- Treatment models
- Expertise models
- Deficit-based models
- Service-based models
- Professionally-centered models
- (Dunst, 2000)
5New Paradigm
- Promotion models
- Capacity-building models
- Strengths-based models
- Resource-based models
- Family-centered models
- (Dunst, 2000)
6Our Goal
- Promoting the childs ability to be and do
by facilitating the familys or care providers
ability to enhance the childs development using
what they consider important.
(Shelden Rush, 2001)
7Our Role
Contemporary best practice might incorporate the
view that therapists need to consider themselves
more as advisors, counselors and purveyors of
information to families of children with
disabilities than as direct care providers, and
that they need to maintain a long-term
perspective. (Campbell, 1997)
8Our Role
The concept is more akin to being a coach or
personal trainer than a hands-on
provider. (Campbell, 1997)
9Our Role
- Service providers should move to a different
position alongside the parent as a coach rather
than a lead player. - (Hanft Pilkington, 2000)
10Our Role
- Itinerant ECSE teachers should be prepared to
act not simply as consultants to early childhood
teachers but as coaches - (p. 42).
- (Dinnebeil, McInerney, Roth, Ramasway, 2001)
11Frequency issues
- Two hours/week 2 of total waking hours of a
one year old child - Diapering, feeding, playingeach happen at least
2000 times by the child is one year of age - Just 20 everyday activities would equal 40,000
learning opportunities by age one. - (Dunst, 2001)
12Coaching
- The strategy a primary coach uses to build the
capacity of care providers to promote child
learning and development in family, community,
and early childhood settings.
13What is Coaching?
- Coaching is not telling people what to do its
giving them a chance to examine what they are
doing in light of their intentions. (Flaherty,
1999)
14What is Coaching?
- Successful coaching is a mutual conversation
that follows a predictable process (Kinlaw,
1999)
15What is Coaching?
- Coachingis defined as an interactive process
between(two people)that enhances behavior and
thought processes.Coaching involves a
specialized set of learned skills when
interacting with people in everyday (situations).
Coaching is developing people on purpose.
Coaching involves (the other person) in the
process of planning, creating, and problem
solving. (Doyle,1991)
16What is Coaching?
- Coaching is designed to result in effective
action and/or personal growth for the (person
being coached). It is individualized and based
on the theory that each person has a unique
knowledge base, and learning preference and
styles, therefore, participants progress at their
own pace. - (Wild, Shambaugh, Isberg, Kaul,1999)
17Operational Definition of Coaching
- Coaching is an interactive process of reflection
and feedback used to provide support and
encouragement, refine existing practices, develop
new skills, and promote continuous
self-assessment and learning.
18Our Definition
- Coaching in early childhood is an interactive
process of observation and reflection in which
the coach promotes the other persons ability to
support the child in being and doing. Being with
the partners in life who the child wants and
needs to be with and doing what he wants and
needs to do. - (Shelden Rush, 2001)
19Being and Doing
For the child, this means being with the
partners in life who the child wants and needs to
be with and doing what he wants and needs to
do. (Shelden Rush, 2001)
20For the Learner...
Coaching develops the competence and confidence
to implement strategies to increase the childs
learning opportunities and participation in daily
life, knowing when the strategies are successful
and making changes in current situations, as well
as, generalizing solutions to new and different
circumstances, people, and settings. (Bruder
Dunst, 1999 Fenichel Eggbeer, 1992 Flaherty,
1999 Kinlaw, 1999)
21Goal of the Coach
- The coachs goal for the learner is sustained
excellent performance in which the learner has
the competence and confidence to engage in self
reflection, self correction, and generalization
of new skills and strategies to other situations
as appropriate.
22Your Experiences
- What have been your experiences with coaching?
- What made the experience good/bad?
- What are the most important characteristics of an
effective coach? - What are the important characteristics of the
coaching process?
23Quiz
- 1. When parents and colleagues ask me
questions, - a) I always have the answers.
- b) I freak out if I dont have the answers.
- c) I avoid the question if I dont have the
answer. - d) We work together to discover the answer or
other resources.
24Quiz
- 2. When a care provider shares an idea with me,
- a) I immediately compare that idea to my own
values, beliefs, and preferences. - b) I evaluate how realistic the idea actually
is. - c) I consider the idea in light of the care
providers intended outcome. - d) I immediately agree or disagree.
25Quiz
- 3. When working with a care provider or
colleague, - a) I follow the care providers or colleagues
lead during a conversation to determine how I can
be helpful. - b) I focus on her issue at that moment then go
back to my plan for the visit. - c) I get frustrated when they cannot stay on
task. - d) I stick to my agenda or plan.
26Quiz
- 4. When people describe me, they tend to use
words like - a) Supportive, encouraging, and caring.
- b) Busy, rushed, and overworked.
- c) Opinionated, directive, and to the point.
- d) Sympathetic, soft-hearted, and indulgent.
27Quiz
- 5. When working with care providers and
colleagues, - a) I tend to tell people what I think they want
to hear. - b) I share complete, and unbiased information.
- c) I give only positive feedback.
- d) I wait to share difficult information as long
as I possibly can.
28Characteristics of an Effective Coach
- Competent
- Objective
- Adaptable
- Caring
- Honest
29Characteristics of Coaching
- Joint Planning
- Observation
- Action/Practice
- Reflection
- Feedback
30The Coaching Process
- Initiation
- Observation
- Action
- Reflection
- Evaluation of the Coaching Process
- Continuation
- Resolution
31The Coaching Process (Rush, Shelden, Hanft,
2002)
Action
Observation
Evaluation
Reflection
Resolution
Continuation
32Component 1 Initiation
- Identify coaching opportunities
- Clarify the purpose and outcomes of coaching
- Identify and address any barriers to making the
coaching process effective - Clarify the ground rules
33Component 2 Observation
- Observation of person being coached (learner)
- Observation of the coach by the learner to
acquire new skills and strategies - Observation of the environment(s)
- Self-observations by the learner outside of
coaching sessions - Observation of others in the environment by the
learner
34Component 3 Action
- Coach models for the learner
- Learner practices new skills
- Learner anticipates a behavior, issue, or
experience to discuss with the coach prior to an
event - Learner experiences a behavior, issue, or
situation that precipitates a discussion with the
coach - Learner uses new skills and strategies discussed
with coach
35Component 4 Reflection Discussion
- Assist the learner in discovering what he already
knows or needs to discover by asking the right
questions in the right way - Whats happening now?
- What have you tried?
- What are you wanting to accomplish?
- How did you decide where to focus?
- How will you know when you have accomplished it?
36Lets take a look at
- The Reflective Question Framework
37The Process of Reflection
- Information Question
- Information Question
- Information Question
- Reflect Reflect Reflect ACTION
- ah-ha ah-ha
38Component 4 Reflection Discussion
- Provide feedback on observation and/or action
- Share information, resources, and supports such
as - instruction/teaching
- demonstration/modeling
- joint problem-solving
39Component 4 Reflection Discussion
- Confirm understanding by the learner
- Review what has been accomplished, new actions or
strategies to implement, etc. - Provide encouragement
- Acknowledge the learners strengths, commitment,
competence, mastery, and accomplishments
40Component 5 Evaluation of the Coaching Process
- What is the effectiveness of the coaching
relationship? Is the learner receiving the
informational, emotional, and material supports
needed? (McWilliam Scott, 2001) - How does the learner view the coaching
relationship? - Do I as the coach have the appropriate skills
necessary to support the learner for the
achievement of the outcomes?
41Component 5 Evaluation of the Coaching Process
- Do I need coaching from other members of my team?
- Do we need to change coaches?
- Am I making a difference (i.e., Is the learner
achieving the outcomes?)
42Component 5 Continuation
- What observations and actions might be helpful
for the learner to conduct between coaching
visits? - Have you developed joint understanding of what
was discussed and agreement upon the actions to
be taken? - Are strategies for ongoing communication and
feedback in place? - What is the plan for the next coaching session?
- Is there information or support that need to be
provided between coaching sessions?
43Component 5 Resolution
- Have the desired outcomes been achieved?
- Is the learner committed to and capable of
self-correction, continuous improvement, and
ongoing excellent performance? - Have you reached consensus on an action plan?
- Have you discussed factors that would necessitate
reinitiation of the coaching relationship?
44Common Mistakes in Coaching
- Telling the learner what to do
- Failing to build the capacity of the learner
- Lack of follow-up with the learner
- Providing non-specific feedback
- Coaxing versus coaching
- Lack of joint planning for action
- Missing opportunities to promote further
reflection -
45But what do I do with my hands?
- Only TWO reasons exist for hands-on...
- Assessment (to figure out what works)
- Modeling and teaching (to share new ideas with
learners)
46Application of Coaching
47Application of Coaching
- Role of the Service Coordinator
- Initial Conversations
- IFSP Development
- Family Support
48Application of Coaching
- Role of the
- Early Childhood Teacher
- or Childcare Provider
49Application of Coaching
50References
- Campbell, S. (1997). Therapy programs for
children that last a lifetime. Physical and
Occupational Therapy in Pediatrics, 7(1), 1-15. - Costa, A.L. Garmson, R.J. (1994). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon. - Dinnebeil, L., McInerney, W., Roth, J.,
Ramasway, V. (2001). Itinerant early childhood
special education services Service delivery in
one state. Journal of Early Intervention, 24(1),
35-44. - Doyle, J.S. (1999). The business coach A game
plan for the new work environment. New York,
N.Y. John Wiley Sons, Inc. - Dunst, C.J., Hamby, D., Trivette, C.M., Raab, M.,
Bruder, M.B. (2000). Everyday family and
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learning opportunities. Journal of Early
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Catlett (eds.), Reforming personnel in early
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51References cont.
- Hanft, B., Pilkington, K. (2000). Therapy in
natural environments The means or end goal for
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