DALE ELLENBERG MS, OTR/L OCCUPATIONAL THERAPIST Using A Coaching Model for Sensory Processing Strategies With Learning Coaches And Their School Aged Students ©

My Experience and Skill Sets In-Patient Adult Psychiatry Vocational Case Management Work Rehabilitation Aquatic Therapy Family based intervention in both Adult Home Health and Early Intervention School Based OT-public and private settings  Autism  Sensory integration  Sensory Processing  Learning Disabilities, specific to language and non-verbal challenges Social Skills Groups Private Practice

Considerations Ready to embrace:  New Service Delivery Model  Fast Evolving Technology  Rapid progress requiring frequent IEP revisions Coaching:  Acceptable intervention strategy  Incorporating both occupation based and daily living activities  Shifting focus from an expert to a facilitator Ready for a change Cloistered work setting  Isolation  Working from home  Attached to computer work station Cost containment  Low tech adaptations and modifications using every day materials found in the home  Time management – unreimbursed time for organization, scheduling, documentation

Definition of Coaching interactive process between caregiver and practitioner promote caregiver competence and confidence promote learner competence, confidence, self- reflection, self-correction and generalization of new skills across life roles

Take Away Message Tips that will benefit you as a coach in this service delivery model Confident clinician Keen observer of people, occupations and environments Critical reasoning, adaptations, and problem solving Application of sensory integration theory and processing Preparation for challenging behaviors in student and care givers. Consideration of individual diagnostic issues pertaining to:  fine and gross motor coordination  Language based and non-verbal learning disabilities  visual and auditory processing  Autism spectrum diagnosis Therapeutic use of self Psychosocial dynamics Collaborator /Team Player Access to OT coaching mentor

FAMILY CENTERED NOT CONSULTING POSITIVE FOCUS ON STRENGTHS AND VALUES GOOD WORKING RELATIONSHIP COLLABORATION FAMILY AS ACTIVE DIRECTOR Aspects of Successful Coaching

Family Centered Coaching is family centered and family driven.

Not Consulting Coaching differs from consultation New learning, feedback, and modeling

Positive Focus on Strengths and Values The emphasis is on the elevation of the family from passive receiver of services to active director of the child’s participation.

Good Working Relationship Partnership No judgment Goal Oriented Future Oriented

Collaboration Learning Coach and Family Members Student OT/Coach Educators Other related services IEP Case Managers

Family as Active Director Vignette 1

Family as Active Director Vignette 2

Family as Active Director Vignette 3 Learning occurs in the milieu of relationships; everyone in the child’ s life, including household pets, can influence the child’s progress

Take Away Message The tools that will benefit you as a coach in this service delivery model Confident clinician Keen observer of people, occupations and environments Critical reasoning, adaptations, and problem solving Application of sensory integration theory and processing Preparation for challenging behaviors in student and care givers. Consideration of individual diagnostic issues pertaining to:  fine and gross motor coordination  Language based and non-verbal learning disabilities  visual and auditory processing  Autism spectrum diagnosis Therapeutic use of self Psychosocial dynamics Collaborator /Team Player Access to OT coaching mentor to acquire skills in therapeutic use of self and group dynamics

DALE ELLENBERG MS, OTR/L OCCUPATIONAL THERAPIST Using A Coaching Model for Sensory Processing Strategies With Learning Coaches And Their School Aged Students ©

References Slide #3 - Coaching in Early Childhood. (n. d.). Retrieved May 6, 2006 from: Slide #4 - Hanft, B.E., Rush, D. D., & Shelden, M. L. (2003). Coaching Families & Colleagues in Early Childhood. Baltimore: Brookes. Slide #9 - Pilkington, K. (2006, April 3). Side by Side: Transdisciplinary early intervention in natural environments. OT Practice, 11(6), Slide #10 - Oregon Department of Education, Early Intervention Early Childhood Special Education. (2002, July), Early Intervention and Early Childhood Special Education Services: Program operation guidelines [Draft], Salem, OR: Author