1. Coaching Families and Colleagues in Early Childhood
Dathan Rush, MA, CCC-SLP
M’Lisa Shelden, PT, PhD

2. What 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.

3. §303.12 Early intervention services.
General role of service providers:
1) Consulting
2) Training
3) Participating in the assessment
Not “therapization”
Shift in thinking about “how” services are provided and “with whom” in addition to “where”
Pip Campbell - Intervention is a resource for families

4. Traditional Paradigm Treatment models Expertise models
Deficit-based models
Service-based models
Professionally-centered models
(Dunst, 2000)

5. New Paradigm Promotion models Capacity-building models
Strengths-based models
Resource-based models
Family-centered models
(Dunst, 2000)

6. Our Goal
Promoting the child’s ability to “be and do” by facilitating the family’s or care provider’s ability to enhance the child’s development using what they consider important.
Be - a child, a part of a family, a part of a community
Do - things that children do, things the child and family want, need, and have to do
(Shelden & Rush, 2001)

7. Our 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)
Coufal, Collaborative Consultation in SLP
Reliance on care providers as change agents
Joint problem definition and problem solving
Shared responsibility for outcomes
Care provider is the true facilitator of change or improvement in the child’s skills and development

8. Our Role “The concept is more akin to being a coach
or personal trainer than a hands-on provider.”
(Campbell, 1997)
Coach:
support from sidelines
doesn’t make the plays or take the proverbial ball
plans plays with players
provides information players may need
problem solves and analyzes plays that were not as effective
Pip Campbell:
Problem solver - increase participation in home/comm.
Enhancer - develop learning opportunities
Preventer - of secondary disabilities

9. Our Role
Service providers should “move to a different position alongside the parent as a coach rather than a lead player.”
(Hanft & Pilkington, 2000)

10. Our 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)

11. Frequency issues
Two hours/week = 2% of total waking hours of a one year old child
Diapering, feeding, playing=each 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)

12. Coaching
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.

13. What is Coaching?
“Coaching is not telling people what to do; it’s giving them a chance to examine what they are doing in light of their intentions.” (Flaherty, 1999)

14. What is Coaching?
“Successful coaching is a mutual conversation that follows a predictable process…” (Kinlaw, 1999)

15. What is Coaching?
“Coaching…is 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)

16. What 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)

17. Operational 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.

18. Our Definition
Coaching in early childhood is an interactive process of observation and reflection in which the coach promotes the other person’s 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)

19. Being 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)

20. For the Learner...
Coaching develops the competence and confidence to implement strategies to increase the child’s 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)

21. Goal of the Coach
The coach’s 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.

22. Your 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?

23. Quiz 1. When parents and colleagues ask me questions,
a) I always have the answers.
b) I freak out if I don’t have the answers.
c) I avoid the question if I don’t have the answer.
d) We work together to discover the answer or other resources.

24. Quiz 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 provider’s intended outcome.
d) I immediately agree or disagree.

25. Quiz 3. When working with a care provider or colleague,
a) I follow the care provider’s or colleague’s 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.

26. Quiz 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.

27. Quiz 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.

28. Characteristics of an Effective Coach
Competent
Objective
Adaptable
Caring
Honest

29. Characteristics of Coaching
Joint Planning
Observation
Action/Practice
Reflection
Feedback

30. The Coaching Process Initiation Observation Action Reflection
Evaluation of the Coaching Process
Continuation
Resolution

31. The Coaching Process (Rush, Shelden, & Hanft, 2002) Initiation Action
Observation
Evaluation
Reflection
Resolution
Continuation

32. Component 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

33. Component 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

34. Component 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

35. Component 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
What’s 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?

36. Let’s take a look at…
The Reflective Question Framework

37. The Process of Reflection
Information Question
Reflect Reflect Reflect = ACTION
ah-ha ah-ha

38. Component 4: Reflection & Discussion
Provide feedback on observation and/or action
Share information, resources, and supports such as:
instruction/teaching
demonstration/modeling
joint problem-solving

39. Component 4: Reflection & Discussion
Confirm understanding by the learner
Review what has been accomplished, new actions or strategies to implement, etc.
Provide encouragement
Acknowledge the learner’s strengths, commitment, competence, mastery, and accomplishments

40. Component 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?

41. Component 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?)

42. Component 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?

43. Component 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?

44. Common 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

45. But 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)

46. Application of Coaching
Role of the Practitioner

47. Application of Coaching
Role of the Service Coordinator
Initial Conversations
IFSP Development
Family Support

48. Application of Coaching
Role of the
Early Childhood Teacher
or Childcare Provider

49. Application of Coaching
Role of the Family

50. References
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),
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 community life and children’s naturally occurring learning opportunities. Journal of Early Intervention, 23(3),
Flaherty, J. (1999). Coaching: Evoking excellence in others. Boston, MA.: Butterworth-Heinemann.
Gallacher, K. (1997). Supervision, mentoring and coaching. In P. Winton, J. McCollum, & C. Catlett (eds.), Reforming personnel in early intervention, (pp ). Baltimore, MD: Brookes.

51. References cont.
Hanft, B., & Pilkington, K. (2000). Therapy in natural environments: The means or end goal for early intervention? Infants and Young Children, 12(4), 1-13.
Joyce, B. & Showers, B. (1980). Improving inservice training: The messages of research. Educational Leadership, 37(5),
Kinlaw, D.C. (1999). Coaching for commitment: Interpersonal strategies for obtaining superior performance from individuals and teams. San Francisco, CA.: Jossey-Bass/Pfeiffer.
McWilliam, R.A., & Scott, S. (2001). A support approach to early intervention: A three part framework. Infants and Young Children, 13(4),
Schon, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Whitmore, J. (1996). Coaching for performance. London: Breasley.