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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