Four Core Functions
of Coaching in PBIS
Rob Horner
www.pbis. org
Goals
• Core functions of Coaching
• Define four functions of coaching and how to administer
• Sustaining PBIS
• Variables affecting sustained implementation at school and
district levels
• Using the Tiered Fidelity Inventory and RTI Self-assessments
• Using fidelity data to guide coaching
• Using SWIS data effectively
• Helping school teams engage in effective decision-making
Coaching versus Training
• Training is the development of new
knowledge and /or skill
• Coaching is the support needed to use
new knowledge and/or skills under typical
conditions.
Coaching Functions
• Prompting
• Bring newly trained skills under stimulus control of natural stimuli
• Fluency Building
• Repeated opportunities to use new skills … preferably soon after training
• Performance Feedback
• Feedback on accuracy and shaping of trained skills
• Adaptation
• Modify trained skills to fit to local culture and context
Prompting
Bring newly trained skills under stimulus control of natural stimuli.
Prompting typically focuses on emphasizing “when” a new skill is used.
Providing opportunities to respond (literacy)
Building the agenda for team meeting (TIPS)
Constructive performance feedback (math)
Teaching Sharing (behavior)
Fluency building
Establishing efficient skill use.
Perfect a skill with the speed and ease needed to make it functional
Using choral responding (reading)
Building precise problem statements (TIPS)
Error analysis (math)
Building lesson plans for behavioral expectations
Performance Feedback
Building skill accuracy and precision
Using data to assign reading groups(reading)
Writing action plans to address problems(TIPS)
Selecting math curricula (math)
Correcting behavioral errors (behavior)
Adaptation
Defining how new skills can be used within the local cultural and context
Peer-mediated instruction (reading)
Establishing team “norms” (TIPS)
Amount of homework (math)
Selecting school-wide behavioral expectations (PBIS)
Your example
• Define a skill trained in your district:
• How would you coach to achieve:
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Prompting to establish skill in the natural context
Fluency building to get skill occurring with effectiveness
Performance feedback to achieve precision in skill use
Adaptation to ensure the skill is used in a manner that is
culturally and contextually appropriate.