1. COACHING

2. 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.

3.  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?

4.  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

5. Learning Cycle Direct Teaching/ Demonstration Guided or Care Giver Practice with Feedback Observation/ Problem Solving/ Reflection Routines

6. 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

7. Direct Teaching Direct Teaching  Parent Advisor shares information about specific intervention strategies for child development. Demonstration with Narration  Parent Advisor takes the lead in demonstrating a strategy with the child and narrates her actions. Direct Teaching and Demonstration

8.  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

9.  Caregiver leads the interaction with the child  Parent 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

10.  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

11.  Provide a safe and supportive environment  Focus on goals that were identified collaboratively  Individualize 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

12.  Focus feedback on behavior rather than the person  Use all for question comment types  Support questions and comments with objective feedback and cite specific examples  Describe rather than judge  Share ideas rather than give advise  Explore alternatives rather than give solutions  Provide feedback valuable for the receiver rather than the giver Offering Feedback in Positive Terms

13. 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?

14. 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

16. 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)

17. Customary or regular course of procedure Common place task, chore or duties done regularly or at specific intervals Typical or everyday activity Regular, unvarying, habitual rote procedure Unvarying, constantly repeated formula, predictable response - Webster’s Dictionary Definition of Routine

18. 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

19. Beginning and ending Outcome oriented Meaningful Predictable Sequential or systematic Repetitious Components of a Routine

20. 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