Solution Enhanced Coaching: Students With Severe Behaviour Disorders
Solution Enhanced Coaching For Students with Severe Behaviour Disorders
This article will provide information on Solution Enhanced Coaching and its impact on students displaying severe behaviour disorders. It highlights what was discovered to be a very effective way of interacting with educators to facilitate the behavioural progress and improvement of students with severe behaviour disorders. It will discuss the rational and techniques of coaching, highlight the specific strategy being used and discuss the results of this project. A specific student who was a participant in the project provides an example of the process and results.
Thomas was a Grade 3, nine year old student that arrived to a new school with the diagnosis of AD/HD and a severe behavior disorder. This was his fourth school in three years, and he came with a “reputation” for displaying very challenging behaviour. He would argue with teachers, refuse to do what they asked and sometimes became very angry. He was often involved with confrontations with other students, sometimes displaying both very and physical aggression.
Thomas’ mother, teacher, an educational assistant assigned to work with him, and the family school liaison worker decided that they would be better prepared to help Thomas if they worked together as a Student Learning Team. With a focus on ensuring a successful school year for him they decided to participate in a Solution Enhanced Coaching program offered through the school district.
Why choose coaching?
Teachers often specialize their own skills by participating in professional development activities at conferences and workshops that are designed to increase their educational effectiveness. This type of professional development often results in many great ideas and strategies, but often does not often provide an effective link between information and practice (Bush, 1984, Knight, 2007)
Emerging research indicates that “school-based coaches contribute to the improvement of teaching and learning in schools” (Kilion & Harrison, 2005). Downey (1999) defined coaching as “the art of facilitating the performance, learning and development of another”. The intent of coaching is to help an individual to grow and excel in those areas in which they wish to improve.
The role of coaching within the education system is increasing. Coaching is being used to address such diverse student exceptionalities as Attention Deficit Hyperactivity Disorder, Autism, Reading Disorders, Early Intervention and Behavioral Disorders.
What is Solution Enhanced Coaching?
Solution Enhanced Coaching combines cognitive coaching (Neenan & Palmer, 2001, Costa & Garmston, 2002) and instructional coaching (Knight, 2007, 2006) with principles of positive psychology and solution-focused strategies (McConkey, 2002) to provide an effective belief and behaviour change tool for educational personnel. It provides both a process and structure to facilitate successful accomplishment of goals.
Solution Enhanced Coaching utilizes an interpersonal communication approach that addresses both how a person thinks about an event as well as their behaviour in that situation. For example, one student receiving a “C” grade may be delighted and express happiness within the class while another student receiving the same grade may be disappointed and express sadness or anger within the class. Interpersonal communication is focused on the mediation of thinking where the coach works as a “thought partner” with the person being coached. The coach occasionally, and with permission, may offer suggestions for resolution of the problem. However, for the most part, the coach instead utilizes questions and comments to support the person in discovering their own solutions and deciding upon the necessary steps towards successful progress within the goals they have chosen. The individual being coached, is in control of the processes and decisions, and gives input to solutions. The coach does not tell the coachee what to do, how to do it or when to do it. They get to decide!
What is the GOODS Model of Coaching?
An integral part of the coaching process involves a structured format which may be utilized in a flexible manner. Auerbach (2003) utilizes a model focusing upon the acronym GOOD emphasizing identification of a Goal, the Opportunities to achieve the goal, Obstacles to the goal and then Do it by taking specific action steps towards the goal. This GOOD model was modified by the present authors to become the GOODS model in order to emphasize the Successes that a person might have in achieving their goal.
The format allows the person/team being coached to identify specific goals that the “coachee” would like to focus upon. The “Coachee” identifies the strategies that are to be of focus and any strengths that he/she/they may bring to the situation – this is referred to as options and opportunities. Next, the “coachee” discusses any obstacles that must be overcome or that are blocking the goal from being realized or achieved. Finally, the “coachee” indentifies the next actions steps to be undertaken to achieve their set goal and describes what they will feel, see, experience, when they have successfully accomplished the set goal.
How was Solution Enhanced Coaching Used to Impact Student’s Behaviour Within the Classroom?
Wolf Creek School Division is located in the rural setting of central Alberta. It has approximately 7500 students in 25 schools spread across 100 miles. The population of students includes 400 with severe disabilities. To enable Wolf Creek Public Schools to bring Coaching to our staff within the district, 4 staff (from the Student services Team) were trained in Solution Enhanced Coaching techniques. This training consisted of 40 hours of instruction as well as 16 hours of coaching supervision.
The Coaching Process for this Project
On the basis of Thomas’ behaviour and concerns for his success within the classroom. His Student Learning Team participated, with the other teams, in the one day initial training session. By the end of the day the team had knowledge about coaching and specific techniques to address challenging behaviour. They had developed a Positive Behaviour Support Plan and had completed the first GOODS model template. They felt that they had a plan in place and could proceed with the support of their coach that had worked with them throughout the day.
Selection of Students: During the 2006-2007 school year, two coaching programs took place, one from September to January and then again from February to June. Selection of the students considered for participation in this initiative was based on them having severe behaviour disorder consistent with a diagnosis of Oppositional Defiant Disorder. Specific behaviours included being argumentative, refusing to follow requests or rules and being verbally and/or physically aggressive. School-based teams volunteered to participate (as School Learning Teams) in this project.
Initial 1 day In-service: The coaches initially met with 5 school teams, provided them with a 1 day in-service. Content of this day focused on Solution Enhanced Coaching, the GOODS model and the development of a Positive Behaviour Plan for each student. The Positive Behavior Plan became part of the student’s Individual Program Plan.
Each team worked with a designated Coach. One coach was the coach for two of the teams. Initially a single goal was chosen to work on, and then the coaching began. Once that goal had been achieved, another goal was chosen and focused on. It is important to note that the coach ‘coached’ the Student Learning Team but not the student. The Student Learning Team provided the direct contact to the students.
Weekly email coaching: An emerging modality for coaching is through the use of the electronic media. E-mail coaching can have a number of benefits, the most notable being there does not need to be a specifically scheduled appointment time for when the coach and coachee are together. Additionally, both the coach and coachee can take time and put thought into what they are going to say within the communication together. As well, there are individuals who struggle with interpersonal relationships, who may be more comfortable when they are not in the physical presence of their coach.
Furthermore, there is much power in the written word. Thus, when the coachee reports and writes down that they are going to do something, there is increased likelihood that it will, in fact, occur. Written communication through electronic means is becoming progressively more popular within our culture, with many executives and teachers spending more time communicating via email than through telephone conversations. Since school systems must often work with many diverse learners and parents, it can be very effective in addressing some of the unique characteristics of the individuals being coached. These include individuals with hearing/speech impairments or who are reluctant to socialize or verbally interact with others, such as individuals with autism spectrum disorder or anxiety disorder.
For this project the school teams e-mailed their Coach each week. Often they would email their comments on a Friday and the coach would reply on the Monday. Using the GOODS format, they reported upon their student’s week as well as what the Team did during the week. The Coach then replied to that email by incorporating comments and questions into what had been written by the team. By making comments and asking powerful questions within each of the GOODS categories, the Coach was able to ascertain information that was helpful in providing the team insight into the week. The coaching process also provided affirmations to the team based on their perceptions of challenges or success.
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GOODS Template for Email Coaching
Date: October 5, 2006
Student: Thomas Student
Team members: Ms. Elizabeth Mother, Ms. Betty Teacher, Mrs Heidi EA, Ms Erica FSLW
Goal for Student Learning Team: To be creative and persist at using techniques to assist in the progress of the student’s goal.
This goal sounds like you are using your strengths of creativity and determination to facilitate successful accomplishment of your goal for this student
Goal for Student: Thomas will comply with the teacher or EAs requests of him 80% of the time
This goal is positively worded focusing on what you expect the student to do (rather than emphasizing what is he currently not doing). What impact do you think this positively worded statement would have in contrast to one which focused on reducing undesirable behaviours?
Opportunities:
The teacher and EA will
1) Ensure that they praise Thomas at least 4 times a day for following requests
2) Use the ‘response cost’ technique whenever Thomas does not follow the request
It appears from the techniques that you are using that you are addressing both the desired behaviour (by giving praise) and the undesired behaviour (by removing a stick each time that it occurs). This can be a very powerful communication technique providing clear expectations for performance. How many sticks does he receive each day and what are your plans if he does not have any more “sticks” to give up?
Obstacles: Thomas often show up late to school and when he does he often has an “off” day. You are perceptive in noticing this and recognizing its impact on his behaviour.
Do it: Over the next week the teacher will contact Thomas’ mother to see if there is a way for Thomas to get to school on time Sounds like you have an action plan to deal with the obstacle that you noted – please let me know what transpires. What are your thoughts on what you can be doing if he does show up late and in this mood?
Success for SLT: Both the teacher and EA were able to give Thomas praise at least 4 times a day – often exceeding that and giving as much as 10 praise comments each!!! The teacher supported the EA when Thomas became very upset and argumentative. The FSLW met with Thomas once and began discussing anger management techniques.
I can really appreciate the “!!!” – highlighting that not only did you achieve your stated expectations but you exceeded what you said that you were going to do!!!
Success for Student: Over the past week Thomas has
1) Been very receptive to the praise that he has been given and has really enjoyed the special time on the computer when he has at least one “popsicle stick” left at the end of the day from the response cost technique
2) Improved from complying at about 30% of the time to 50% of the time
3) Only become very argumentative and angry once
WOW pretty powerful data – you are not only collecting quantitative information on the specific goal (i.e. % of compliance and number of times very upset) but as well are noticing and acknowledging his response to the techniques that you are using
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Feedback from educators on weekly email coaching
“Weekly communication to send positives, negatives and strategies with our Coach was
beneficial.” was reported by the teams. The teams viewed the coaching as; “Very responsive, very supportive, fresh ideas, lots of strategies or new ways of thinking was provided.” By asking powerful questions within each of the GOODS categories, the Coach was able to ascertain information that was helpful in providing the team insight into the week. The coaching process also provided affirmations, “Very positive – put a focus on the week;” to the team based on their perceptions of challenges or success. Finally, the emails also provided excellent anecdotal notes that were later needed for planning and monitoring Thomas’ progress.
Monthly video conference coaching: Monthly, all 5 teams met through video-conferencing. Initially it was a bit awkward simply because of the technology. Once the teams became comfortable with it, as well as with their colleagues at other schools, the video-conferencing provided opportunities to share. It also provided the opportunity for the teams to coach and provide feedback to each other. The e-mailing and video-conferencing were very effective in our rural school division. A tremendous amount of time and cost were saved by being able to communicate in this fashion.