Post on 18-Dec-2015
DALE ELLENBERG MS, OTR/LOCCUPATIONAL 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 PsychiatryVocational Case Management Work Rehabilitation Aquatic TherapyFamily based intervention in both Adult Home Health and
Early InterventionSchool Based OT-public and private settings
Autism Sensory integration Sensory Processing Learning Disabilities, specific to language and non-verbal challenges
Social Skills GroupsPrivate 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 MessageTips 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
FA M I LY C E N T E R E D
N O T C O N S U LT I N G
P O S I T I V E F O C U S O N ST R E N G T H S A N D VA LU E S
G O O D W O R K I N G R E L AT I O N SH I P
C O L L A B O R AT I O N
FA M I LY A S A C T I V E D I R E C T O R
Aspects of Successful Coaching
Family Centered
Coaching is family centered and family driven.
Not ConsultingCoaching 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
PartnershipNo judgmentGoal OrientedFuture Oriented
Collaboration
Learning Coach and Family MembersStudentOT/CoachEducatorsOther related servicesIEP 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 MessageThe 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/LO C C U PATIO NAL THERAPIS T
DALE . ELLEN BERG@GMAIL . C O M
W WW. DALEELLEN BERG. C O M
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: http://www.coachinginearlychildhood.org
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), 12-17.
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