Embedded Coaching:
Strategies and Techniques
for
Successful Implementation
presented by:
Betsy Moog Brooks, M.S., CED, LSLS Cert. AVEd
The Moog Center for Deaf Education
St. Louis, Mo
Learner Objectives
Participants will be able to list at least three
components of embedded coaching.
Participants will be able to describe at least
three strategies for engaging parents and
primary caregivers in parent-infant sessions.
Participants will be able to explain and
demonstrate “embedded coaching” and
“return demonstration.”
Disclosures
I have no financial or non-financial disclosures.
Overview
Define/Describe coaching
Understanding adult learners
Characteristics of an effective coach
Components of a parent support session
Define/Describe real-time embedded coaching
Coaching techniques
Video analysis
Challenges of coaching
Summary
Defining Coaching
Defined by Webster:
one who instructs or trains
Defined by Wikipedia:
the practice of supporting an individual
Our definition:
to facilitate interactions between an adult and
child in order to enhance communication
Goal of Coaching
To identify the skills and capabilities
that are within the person
To develop those skills in order to enable
parents to use those skills to the best of their
ability
To increase the independence within the
individual, therefore reducing the parent’s
reliance on professionals to teach their child
Adult Learners
Your experience shapes your perspective
– Past experience in your schooling
– How you learn
You can not assume that another adult
perspective is the same as yours
Adult Learners Learn Best When:
they are interested
they are actively involved
feel value, respected
they are successful and safe
they see an immediate application to real use
they can make connections/relate to experience
they have some influence over their learning
(are vested, feel ownership)
The Goal as a Coach
To build parent confidence and self-esteem
To strengthen parent competence
To help parents recognize their skills and strengths
To help parents identify successful interactions
Characteristics
of an Effective Coach
Understanding
Respectful
Empathetic
Collaborative and Reflective
Good Listener
Good Communicator
Characteristics
of a Good Listener
Listens to Parents’ Comments
“Listens” to Parents’ Body Language
“Listens” to Parents’ Facial Expression
“Listens” to Parents’ Behavior and Actions
Listen to Parents’ Tone of Voice
Characteristics
of a Good Communicator
States comments clearly and concisely
Responds to observed interactions/behaviors
Uses positive language
Stating Comments
Clearly and Concisely
Be specific
– Tell the parent what to say/
feed the parent the language
– Give directions and explain “why”
Responding
to Interactions and Behaviors
Responding to interactions:
– Observe non-verbal communication
• Positive reactions
• Negative reactions
Responding to parent behavior:
– Help when parent is stuck
– Guide parent to build self-confidence
– Provide directions when necessary
Using Positive Language
Perfect!
Nice!
Good/Good job!
I like that.
That was great!
Yes!
I like the way you…
That was great, he…
Making Suggestions
and/or Corrections
State focus of coaching prior to start
Explain what you intend to do/correct
Be clear and succinct
Use short phrases and sentences
Only make one suggestion at a time
Focus on one element at a time
Being Effective
Developing rapport/relationship with parents
Develop rapport/relationship with child
Have a plan
Be flexible
Developing Rapport/Relationship
with Parents
Understand Parents
Respect Parents
Believe Parents
Empathize with Parents
Communicate with Parents
Educate Parents
Developing Rapport/Relationship
with Child
Establish a routine
Be consistent
Have consistent rules and consequences
Have clear and realistic expectations
Recognize and Tolerate
Age Appropriate Behavior
Have a Plan
Create a lesson plan before arriving at the session
Establish a routine for the sessions
Review the plan with the parent
Ask for parent input and agreement
Be timely
– For arrival
– Throughout session
– For departure
Create a Lesson Plan
Arrive at session
Review lesson plan for the day
Check device
Report of progress/change
Demonstration for parent
Observation/return demonstration of parent
Review of information
Homework
Questions, etc.
Mapping Out
a 60 Minute Session
3-5 min. welcome, device check, state plan
3-5 min. recap; progress and changes
10-30 min. demonstration/direct child therapy
20-30 min. coaching/return demonstration
8-10 min. information
3 min. determine “homework” and
schedule next meeting
Review Lesson Plan for the Day
State your plan for the parent
Include list of activities
Include approximate amounts of time
Provide a clear explanation
of your expectations
Ask for parent input and suggestions
Introducing a Parent Support Session
Agenda/Sequence of Events
– State clearly what will happen during the session
– Sequence of events
– Estimated time for each event
Expectations of the Parent
– State the expectations of the parent for each event
– Will the parent observe
– Will the parent interact with the child
Introducing a Parent Support Session
Check /Verify with parent that he/she is
agreeable to the plan
– Ask for input/comments from the parent about the plan
– Would the parent like to do something in addition
– Does the parent have particular topics he/she
would like to discuss
– Is the order of events acceptable to the parent
Activity: Introducing a Session
Use the checklist
Listen for the components as listed
Record teacher inquiries
Record parent comments
Demonstration for Parents
Select an activity
– with parent
– that seems logical
Demonstration may last 10-15 minutes
Have specific goals and expectations for the parent
May provide explanation before, during or after
Real-time Embedded Coaching
(during return demonstration)
The act of providing support through suggestions
and reinforcement while the parent is engaging in
an activity with the child
Coaching occurs /before/during/after the activity
Real-Time Embedded Coaching
Coach a predetermined lesson
Have and explain specific goals
Embed coaching throughout activity
Summarize/Provide positive feedback
Techniques for Coaching Session
Pre-lingual/no words
Single words and two-word combinations
Simple sentences of three or more words
Simple and complex sentences of
six or more words
Encouraging the Parentwith Explanation
That was perfect, he imitated the model.
Yes! You corrected yourself.
Nice job. You provided a two-word model.
That’s it. You waited for her.
Good job. You gave a look and she talked.
Activity: Observation of Coaching
1. Focus of the session
2. Words used to explain the expectations
3. Comments to provide feedback/reinforcement
4. Skills parent needs to practice
5. Changes observed/suggestions implemented
Potential Challenges
to
Real-Time Embedded Coaching
Selecting Activities For
Coaching
Select familiar activities
Select activities the parent can do
Select activities the child can do
Keep expectations of the session reasonable
Positioning
Seat yourself away from the parent and child
Be careful not to “take over” the activity
Consider positioning of parent and child
–
–
–
–
For access to sound
For access to eye contact
For control of materials
For access to child
Decide the Focus
Decide the focus BEFORE you begin
Limit your attention to one or two aspects
Stay focused, stay on target
Build parent confidence
Build child confidence
Explain the Expectations
Explain the expectations clearly
– State exactly what you will be coaching
-We will be working on managing behavior
– Provide examples of the words you will use
• I will say, “Wait” “Don’t give it to him” “Make him wait”
“Make him look”
Provide the explanation BEFORE the activity begins
– State what you want the parent to do
– Concentrate on this one thing
Timing of Coaching
Make judgments about when to interrupt
(when to let it go)
Allow the flow of the activity
Allow the child to respond
Be Prepared
Keep the options open
Allow the parent to make choices
Guide the parent to stay in control of the activity
Setting the Climate
Be open to answering parent questions
Maintain an attitude of flexibility
Be positivity and reinforcing
Guide the parents to develop their confidence
Ending the Session:
Using Reflection
Summarize the session
Ask the parent how he/she feels about the session
– What went well
– What was challenging
– What was tricky
Highlight the positive things the parent did
Talk about what to practice between sessions
Talk about the focus of the next session
– Aspects to work on
– Things that were observed during coaching
Betsy Moog Brooks
[email protected]
314-692-7172
www.moogcenter.org
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