Coaching PBIS
Implementation
Rob Horner
www.pbis. org
Many Visions / Definitions of Coaching
Three distinctions
• Coaching versus Training
o “Actions” rather than “Role”
• Functions of Coaching
• Skills /Attributes of Excellent Coaches
o
o
o
o
o
Knowledge of core content
Time
Communication skills
Building professional relationship skills
Knowledge of organizational context
Coaching versus Training
• Training is the presentation of material to
develop new knowledge and /or skill
• Coaching is the on-site support needed to use
new knowledge and/or skills under typical
conditions.
Coaching Functions
• Prompting
o Bring newly trained skills under stimulus control of natural stimuli
• Fluency Building
o Repeated opportunities to use new skills … preferably soon after training
• Performance Feedback
o Feedback on accuracy and shaping of trained skills
• Adaptation
o 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.
Skill  Context for performance (Sd)  Prompt
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.
Perform 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)
Billie Jo
Sarah
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)
Summary
• Separate “coaching” from “training
• Self-assess your use of the four functions of coaching as you
work with PBIS implementation leadership teams.
o
o
o
o
o
What are the skills you want them to perform?
What are the conditions/times/situations where the skill should be used
Are they doing the skills with sufficient fluency to make them functional
Are they doing the skills with sufficient precision to make them functional
Is adaptation needed to apply the new skills to achieve the core features needed for
student benefit?
• Adapt your coaching support to match the team’s stage of
implementation