Coaching Principles and Practices: January 2013 Coaching Families Coaching Principles and Practices: Coaching Families Suzanne Kucharczyk and Matt Brock Development of Content and Materials in this Presentation Framework and content originally developed in collaboration with colleagues from the National Professional Development Center on ASD Some content and materials adapted with permission from Rush and Shelden (2011) A Preview of This Presentation • A brief review of why coaching families is critical to optimizing child outcomes • An overview of principles associated with coaching • Case examples of how to apply these principles for coaching infants and toddlers in natural environments • Resources (print and online) for more information about coaching Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families What Will You Need? • Handouts (directions of how to get these here) • A partner for role-play • 90 minutes • An open mind The Coach http://www.youtube.com/watch?v=q4880PJnO2E What We Know “Research has shown that parent participation in intervention is key and that supporting parents in competently and confidently interacting responsively with young children during daily routines may be more critical to intervention effectiveness than the time children spend with practitioners” (Rush and Shelden, 2011) Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families What We Know • Rigorous research studies support the efficacy of parent-implemented interventions: • [insert screenshots of NPDC evidence base for parent-implemented interventions] What We Know Parent training and the use of coaching to support parents has been found to be effective and feasible (NRC, 2001, Brookman-Frazee et. al., 2009). What We Do “…early interventionists spend 51% of the home visit time directly teaching the infant and toddler; less than 1% of the time is spent in supporting parent-child interactions and coaching the parent.” 2005), (Peterson, et al, 2007) Suzanne Kucharczyk and Matt Brock (NECTAC, 2008, Sandall, Hemmeter, Smith, & McLean, Time Spent Coaching Parents Coaching Principles and Practices: January 2013 Coaching Families Forms of Adult Learning Support • Consultation • Mentoring • Supervision • Counseling • Direct Training • Coaching Who is Coaching Whom? EI Prov Coaching Fam Technical Assistance Providers Coaching EIProviders Overview of Coaching • Principles of coaching • The Communicative Coach • Diversity & Coaching • The Coaching Process Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Coaching Assumptions • Practitioners and caregivers have good skills but can increase their skills. • Practitioners and caregivers establish new skills or refine existing skills through reflection and self evaluation. • Practices can change based on observation, data and feedback. • Coaching is a cyclical and dynamic process. 10 Key Elements of Coaching in Early Childhood 1. Consistent with principles of adult learning 2. Capacity building 3. Nondirective 4. Goal oriented 5. Solution focused 6. Performance based 7. Reflective 8. Collaborative 9. Context driven 10.As hands-on as it needs to be Individual Activity Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families The Communicative Coach Potential Barriers to Communication • Advising • Judging • Anticipating • Lecturing • Avoiding • Moralizing • Cross-Examining • Praising • Denying Others’ • Reassuring Reality • Teasing • Diagnosing • Directing Communication Strategies for Collaboration • The power of questions • Open ended • Reflective • Leveling statements • Nonverbal techniques • Active Listening Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Small Group Activity INSERT VIDEO: Mom talking about challenges • Direct viewers to pose questions to ask Mom. • Follow-up w/ posing typical questions and analyzing open/closed questions and directing viewers to analyze their own list Open vs. Closed Questions Open Question Starters Closed Question Starters • Tell • Are • How • Do • Describe • Have • What • Should • Why • Will • Would • Can Open questions are incompatible with closed questions Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Active Listening Seek first to understand and then to be understood! Stephen Covey Active Listening Components FOCUSED PARAPHRASING LISTENING PROBING Conventions for Communication • Nonverbal Skills • Social Conventions • Attention cues • Turn-taking • Response cues • Appropriate distance verbal statements • Encouragers • Focus on content of • Focus on the speaker’s feelings Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Cultural Diversity Cultural Continua • Extended Family and Kinship networks -> Small unit families with little reliance on the extended families • Interdependence -> Individuality • Nurturance of young children -> Independence of young children • Time is given -> Time is measured • Respect for age, ritual, tradition -> Emphasis on youth, future, technology • Ownership defined in broad terms -> Ownership is individual and specific • Differentiated rights and responsibilities -> Equal rights and responsibilities • Harmony -> Control Your stance… Learner Judge Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Developing Cross – Cultural Competence • Family Structure & Child-Rearing Practices • Family Structure • Child-rearing Practices • Family Perceptions and Attitudes • Perceptions of child’s disability • Perception of health & healing • Perception of help-seeking and intervention • Language and Communication Styles Learner Stance • Reflect on… • How is the family similar or different to mine? • How open am I to exploring my comfort level with these similarities and differences? • What have I learned about myself as I examine my comfort level with situations that differ from my own culture and life experience? Common Challenges Every family has its own dynamics – some are universal. Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Common Challenge One Approach Parent agrees to codeveloped plan but doesn’t not follow through Upfront the problem – “Before we talk about a plan, I’d like to ask what seems to be getting in the way of putting our plans into action”. When parent changes topics frequently Park it – “I understand that this is something you want to talk about. How about we put it on our list to discuss as we plan for next week? Will that work? Parent insists on you telling her what to do Return to the Why – Remind family that we know that their input and participation is what will help you be effective. Provide your expertise and remind them of theirs and its importance. Another provider to the family doesn’t take a coaching perspective Name it – “I understand that Sarah works differently with you. I have found this approach to be effective in my work with families. In what ways are the different approaches a concern to you?” If in doubt… Choose relationship over control The Coaching Process Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families The Coaching Process The Family Pre- observation Initiation Observation & Action Post- observation Reflection & Feedback The Family • Understanding the family context -resources • Asset – Based Context (ABC) Matrix • Interest – Based Everyday Activity Checklist • Parent Implemented Intervention Brief o Additional Resources • Understanding family needs and priorities • Aligning interventions with IFSP outcomes Case Study Meet Joey Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Coaching Processes • Initiation (Pre-observation) • Joint Planning • Observation & Action • Observation • Action • Reflection & Evaluation (Post-observation) • Reflection • Feedback • Joint Planning Purpose of Initiation • Joint Planning • Review what has happened • Discuss current situation • Create plan for support Initiation Coach focuses on Examples of questions to parent’s goals by helping ask • Specify relationship and • What would help you? parent’s priorities • What supports would be • Clarify child’s and/or parents helpful for you/your child? abilities and desired outcomes • What have you thought about • Pair developmental outcomes doing (or tried)? to particular intervention • What will show to you that your strategies child is learning? • Determine evidence for child’s and parent’s progress Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Joey’s Priority Goal During family dinners, Joey will sit at the dining room table either eating or quietly playing with a toy for at least 10 min for 2/3 dinners. Purpose of Observation • Examining inviting partner’s current actions with the aim of developing new skills, strategies or ideas • Opportunity to teach and practice in safe, learning environment • Opportunity to promote reflection and provide feedback Observation & Action Coach gathers data by Coach may use soliciting information about • First-hand observation, • Child development and audiotapes, videotapes, and behavior progress reports • Parent’s interactions, • Storytelling, dialogue and strategies, and decisions interviews, inventories • Instruction, demonstration, guided practice, modeling Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Modeling Spontaneous and Planned Modeling -Planned 1. Joint discussion of what 5. Parent tries to will be modeled and why implement if comfortable 2. Give parent something 6. Parent and coach reflect specific to observe or do on the activity 3. Model while parent 7. Develop a plan for how observes the strategy or activity 4. Debrief what worked, what will happen when the didn’t, what coach could coach is not present have done differently, and what parent might want to try A Role Play Opportunity Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Activity Timeline • Read Activity • Decide on Roles • Coach • Parent • Joey/observer • Coach & Observer determine reflective questions and Coach asks parent (10-15min) • Coach plans for modeling (5min) • Planned Modeling Process (5-10min) Purpose of Reflection/Evaluation (Postobservation) • Reflection • Parent’s review and analysis • Coach builds capacity by promoting ongoing self- assessment, planning and acquisition of new knowledge and behavior • Feedback • Informative • Affirmative • Evaluative – awareness of use • Directive – to be used infrequently • Joint Planning Reflection Coach enhances learner’s Questions to ask perception and actions by helping • Summarize impressions of • What happened when you…? actions/events • What did you do to influence • Compare planned-for and what happened? How is this obtained results different? • Analyze relationships between • What changes would you child behavior and parent make, if any, the next time? decisions/behavior • What have you learned from • Apply new information and this process? reflect on coaching process Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Evaluation Coach reviews the effectiveness of the Questions to ask coaching sessions, either alone or with the IP to • Do I need to make any • Review the strengths and changes in the coaching weaknesses of the coaching process? session • Am I assisting the learner to • Analyze the effectiveness of achieve the intended the coaching relationship outcomes? • Determine whether progress is • Should I continue as the being made to achieve coach, or will another team intended outcomes, resulting in member have the specialized continuation or resolution of experience/skills needed at the coaching process this time? Critiquing Coaching Techniques Observe for the following: • Reflects partner's words • Uses open questions • Clarifies words and feelings • Takes turns; no interrupting • Checks for understanding • Uses verbal and nonverbal encouragement How might you handle the conversation differently if you were the coach? Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Coaching Log: Documenting Change Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Remember • Coaching is a mutual conversation based on specific, mutually-agreed-on outcomes • Coaching is a reciprocal process between the coach and inviting partner • Coaching relationships can be developed with families, child caregivers, and early childhood practitioners • Every conversation is a potential opportunity for coaching • Coaching may be planned or occur spontaneously • Reflection is the most important component Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Resources… Online Resources (include tools used in this presentation) • NPDC on ASD Coaching Resources • http://autismpdc.fpg.unc.edu/coachingresources • Fippcase • http://www.fippcase.org/index.php • Rush and Shelden • http://www.coachinginearlychildhood.org/inde x.php Contact Information • Suzanne Kucharczyk • Suzanne.kucharczyk@unc.edu • (919) 843-6525 • Matthew Brock • Matthew.e.brock@vanderbilt.edu • (615) 669-1789 Suzanne Kucharczyk and Matt Brock Coaching Principles and Practices: January 2013 Coaching Families Development of Content and Materials in this Presentation Some content and materials Framework and content originally adapted with permission from developed in collaboration with Rush and Shelden (2011) colleagues from the National Professional Development Center on ASD Suzanne Kucharczyk and Matt Brock