b. Behavior Coaching Manual

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BEHAVIOR COACHING YOUTH WITH SPECIAL NEEDS

17 OCTOBER 2009, SATURDAYU.P. FILM INSTITUTE

Registration 7:00 a.m. 8:00 a.m.

Morning Session: 8:00 a.m. 12:00 noon

* Prayer led by Prof. Lutze- Sol A. Vidal

* Welcome Remarks Dr. Benjamina A. PereyraDirectress, ChildFind TherapyCenter

* Lecture 1: Normalization,

Youth with Special Needs andThe Helping Process Dr. Edilberto I. Dizon

* Lecture 2: Behavior Coaching:Rationale, Definition and Concepts Dr. Edilberto I. Dizon

* Lecture 3: Behavior Coaching:Objectives and Guidelines Dr. Edilberto I. Dizon

* Lecture 4: Behavior Coach Preparationand Competencies Dr. Marie Grace A. Gomez

* Open Forum

Afternoon Session: 2:00 p.m.

6:00 p.m.

* Lecture 5: Work Domainof a Behavior Coach Dr. Marie Therese A.P. Bustos

* Lecture 6: Therapeutic Strategiesin Behavior Coaching Dr. Edilberto I. Dizon

* Lecture 7: Instructional Programming And Planning in Behavior Coaching Dr. Edilberto I. Dizon

* Open Forum

* Inspirational Dr. Edilberto I. Dizon

* Special Number Selected ChildFind Staff


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PREFACE

This manual will be your important guide in behavior coaching youth with

special needs. Besides your strong desire and commitment to help the child, it is

important that you read this manual thoroughly. Your preparation will require

consultation with specialists and practitioners, and of course exposure to growing

children and adolescents as they transition from school to actual life settings.

Remember that the child will not be perpetually in school! We, thus, prepare

him/her to be an integral part of his/her home and the community ensuring

that he/she too can be appropriate, adaptive, productive, literate, and

independent as much as his/her abilities and potentials permit!

It is, therefore, the objective of this manual on behavior coaching to

facilitate understanding of the FACT that youth with special needs have a

FUTURE and pursuing such should start the soonest. More than anything else,

this manual aims to help you concretize actions on how you can within the

context of therapeutic intervention effectively support the childs

transformation into an aspiring, positively relating, caring, appropriately

reciprocating, and achieving adult!


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BEHAVIOR COACHING YOUTH WITH SPECIAL NEEDS

EDILBERTO I. DIZON, Ed.D.

Before anything else, let us review what NORMALIZATION is to enable us

to understand and appreciate the reasons for behavior coaching youth with

special needs.

NORMALIZATION

Normalization is a systematic process of providing youth with special needs the

needed training and opportunities given their normal counterparts enabling them

to maximize their potentials, achieve some degree of independence in leading

their lives, and access and participate in the benefits of their communities.

Normalization is anchored on the following tenets:

Acceptance of the child for whatever he is.

Respect for the dignity of the child.

Recognition of the childs potential for learning in varied contexts.

Strong confidence in the ability of the child to become.

Openness to diversity and its positive implications.

Respect for the childs unique/atypical developmental patterns.

Strong conviction that the child learns in a milieu of options, alternatives,

and practical-life situations.

Firm belief that living and learning with the child draw forth joy and

goodness.

Adherence to the value of loving the child that strengthens commitment to

his/her welfare.

Normalization can be viewed not only from the legal perspective but also from

the philosophical, social, psychological, and pedagogical perspectives.


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Normalization is much more than just physical placement in school. It is the

provision of education that does away with discrimination and labels/stigma.

Normalization teaches us the lessons of unconditional positive regard,

genuineness, and empathy.

Normalization permeates all the realms of life: education, vocational pursuits,

community affairs, etc.

Adolescents with special needs (ASN) are expected to have acquired skills

and competencies once they leave school. Such skills and competencies must

have enabled them to maintain sound physical health, and to be adaptive,

literate, productive, independent, and behaviorally and verbally appropriate.

Considering, however, ASNs developmental conditions and limitations, further

intervention beyond schooling becomes imperative.

Providing intervention to an adolescent with special needs (ASN) poses a

big challenge to the family and his/her support persons. This is because the ASN

has psychosocial, physiological and cognitive needs that many school-based

programs can no longer solely and adequately address. Whether the ASN

transitions to either job training/employment or further schooling, there are

increasing needs as well as environmental demands that he/she has to satisfy

and confront. Cognizant of such pressing concern about the ASN's future, the

urgency of providing appropriate programs and services comes to the fore.

Rationale

Behavior coaching which is based on multidisciplinary perspectives and

concepts especially in Special Education and Guidance and Counseling focuses on

the ASN's holistic well-being as he/she moves on to adulthood. Such transition is

not easy for the ASN considering his/her developmental limitations and deficits.


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It is neither easy for the family and the support-service giver considering their

intervention limitations nor the community of the ASN considering its limited

understanding, support and accommodation.

Beyond the confines of the school, there are still concerns that

necessitates the committed involvement of a behavior coach. Such concerns

pertain to psychosocial priorities that teachers may not be able to

handle/address anymore considering that they have to remain in school most of

the time. Oftentimes, the adolescent still exhibits atypical behaviors that elicit

negative reactions in the community. Parents, therefore, usually become wary

and cautious taking their child to public places lest they get embarrassed or

emotionally involved if the child behaves awkwardly, aggressively and

inappropriately by himself/herself or with others. Such limitations compel many

parents to restrict the childs integration into the mainstream by keeping him/her

at home most of the time. If this persists, the child will not be able to achieve

the goals of normalization. Keeping him/her isolated at home will be detrimental;

thus, responsive programs and services like behavior coaching will be beneficial

to the child as he/she moves on toward skill-building and developmental

maturation.

Definition

Behavior coaching refers to the individualized intervention designed for

the ASN enabling him/her to acquire psychosocial-educational skills and

competencies consistent with the normalization perspective. When an ASN

remains center/school-based or has moved on to a homebound program,

increasing further his/her behavioral, social and educational skills andcompetencies through one-on-one intervention needs to be prioritized. This is so

because he/she needs further development and refinement/enhancement of

prioritized skills and competencies in day-to-day living with others at home, in

school and in the community. Behavior coaching empowers the ASN to know


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and utilize his/her abilities/potentials within the context of community living; to

blend positively and constructively within the community; and, to co-learn and

transact with others appropriately and possibly, independently.

Objectives

Behavior coaching aims, therefore, to help/guide the ASN to:

1. Expand his/her awareness of himself/herself and others. Thismeans helping the ASN to know and understand what in him/her

naturally shines and what needs polishing. It also means

understanding the strengths and weaknesses of others. All these

are the basis for self-improvement.

2. Demonstrate self-worth and self-confidence. Thorough behaviorcoaching, we are able to help the ASN acquire needed

psychosocial-educational skills and competencies enabling him/her

to believe and trust in what he/she can do within the context of a

supportive environment.

3. Utilize educational competencies in comprehending his/herenvironment, transacting with others, and making choices and

decisions. Through behavior coaching, the ASN is able to

access/utilize community resources/amenities/facilities, realize that

he/she needs to empathize with others and comprehend cause-

and-effect relationships that what he/she says and does have

impact on/implications to others concerns/lives. Thereafter,

decision making in terms of meeting his needs, relating with others,

improving himself/herself, and aspiring realistically for specific goals

is facilitated.


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4. Demonstrate ample psychosocial maturity (as much as his/hermental ability and potential permit). Behavior coaching aims to help

the ASN achieve psychosocial maturation indicated by increased

independent self-help and chores performance, successful social

adaptation, and emotional maturity, and self-reliance.

5. Express such psychosocial maturity through emotional-socialpropriety and appropriate verbal-social reciprocity. Furthermore,

this objective aims to meet the most common expectations in

varied settings: the reciprocity and propriety in behaviors and

language use.

6. Spend time and effort constructively and productively through aself-regulated/guided routine. Behavior coaching aims to train the

ASN to engage in constructive and productive tasks routinely with

the least assistance and even supervision.

The Helping Process

The behavior coach observes the following steps of the helping process:

1. Knowing and understanding the ASN and his/her environment. This is thefirst step in helping. Nobody can ever achieve the goals of helping if, at

the very start no or limited effort is exerted at the onset of the

relationship. Remember that effective helping takes off and achieves its

purposes if the helper (i.e., the behavior coach) purports from the

beginning to gather information about the child. Such knowledge becomes

the basis for understanding him/her.


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2. Establishing rapport with the ASN. The behavior coach needs to establisha warm and supportive relationship with the ASN so that helping can be

facilitated. The behavior coach accepts and respects the ASN for what

he/she is, listens to him/her intently, and demonstrates concern about

what happens to him/her.

3. Interacting socially and verbally with ASN in different contexts. Thebehavior coach relates and communicates with the ASN wherever they

are: home, school, park, mall, etc. He engages the ASN in appropriate and

helpful conversations and consistently demonstrates the needed support

especially when the ASN gets awkward, agitated, sluggish, or impulsive.

4. Helping the ASN identify and demonstrate his/her abilities and capabilitiesin such contexts. The behavior coach assists the ASN discover his/her

abilities and talents by providing/setting up the needed opportunities and

training in the different learning settings. He taps the ASNs potential and

pursues such until he/she is able to manifest/exhibit such gift meaningfully

in different situation.

5. Helping the ASN achieve independence and make choices and decisions. As the ASN grows in skills and values, the behavior coach ensures that

intervention is consistently focused and purposive with the end goal of

helping the ASN make guided choices and decisions and achieve some

degree of independence in performing and managing his/her day-to-day

routine and concerns.

6. Helping the ASN prepare action plans for his/her guided decisions. Anintegral part of helping the ASN is teaching and guiding him/her to make

an action plan for his/her decisions. Here, the ASN is assisted in

crystallizing and concretizing his/her action plan in writing. This will serve


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as his/her task-analyzed guide in day-to-day activity routine to actualize

his/her decisions.

7. Helping the ASN implement his/her action plans. The behavior coach helpsthe ASN actualize his/her action plan by providing the needed

opportunities, prompting him/her whenever needed, and simplifying

further the implementation of the action plan through task analysis (step

by step procedure ensuring mastering of a skill before proceeding to next

one).

8. Monitoring the ASNs progress and helping him/her modify action plansbased on gains. The behavior coach supervises the ASN implement

his/her action plan. He/She records the ASNs progress and based on

these, discusses with him/her the progress, affirms/commends gains, and

suggests further actions, if needed. If a specific subplan of the action plan

does not work or is ineffective, the behavior coach helps the ASN modify

it.

The behavior coach must expect that in the process of helping the CSN

certain impediments, concerns and problems will emerge. That is the

CHALLENGE in helping learners with special needs! With the best intentions and

constancy in helping the ASN no matter how slow his/her progress is or no

matter how resistant he/she is, the behavior coach will prove in the end that the

ASN can achieve the BEST he can!


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Behavior Coach Preparation and Competencies

Personnel and professional preparation and competencies expected of a

behavior coach include the following:

1. Psychosocial maturity,2. Specific personal-professional qualifications: unconditional positive

regard, genuineness, and empathy, among others,

3. Special education training,4. Guidance and counseling training especially along behavioral

therapy,

5. Specific therapeutic teaching and communication skills,6. Specific knowledge about ASN's nature, needs and characteristics;

family dynamics,

7. Specific knowledge about and skills in curricular prioritizing andprogramming and instructional strategies needed in behavior

coaching,

8. Specific knowledge about and skills in guidance and counselingneeded in behavior coaching, and

9. Linkages with a support system including the community and otherhelping professionals.

The next article discusses elaborately the preparation and competencies of

a behavior coach.


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PREPARING TO BE A BEHAVIOR COACH

Marie Grace A. Gomez

Teacher Grace is a faculty member of the Special Education Area, UP College of Education. She

is a licensed guidance counselor and a C-level psychometrician. She earned her masters anddoctorate degrees in Education major in Guidance and is currently working on her seconddoctorate in Special Education. She was a recipient of the UP Presidential Scholarship Award.

Being a behavior coach is a fulfilling job. Seeing a child with special needs

improve to his maximum potential is indeed a reward in itself. The behavior

coach, however, will need much preparation academically, psychologically and

socially. The following will help the behavior coach prepare for his craft:

Knowing yourself well

The behavior coach must know himself well. People in the helping

professions have been acquainted to self-awareness exercises during their pre-

service training. Doing introspection exercises are necessary in order for one to

connect with himself intrapersonally. Such exercises enable the helping

professional to identify his resources and potentials for handling clients

competently and professionally.

For those who are just starting as behavior coaches, an inventory of

strengths and weaknesses can be done initially. The following is an example of

an activity that the beginning behavior coach can do:

Example: Personal Traits Inventory

There are several personality inventories that are standardized. Taking

standardized inventories will enable oneself to identify personality strengths and

weaknesses. Among the helpful standardized personality inventories available are

the 16 PF, the Myers-Briggs Type Indicator and the Neo-Personality Inventory.


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It is a known fact, however, that standardized tests are difficult and quite

expensive to acquire. In order to remedy this, having non-standardized ways of

identifying personality traits can be done. Listing down ones traits is the simplest

way to obtain an inventory.

The following table presents the traits of a beginning behavior coach.

Notice that there is a column under which traits are listed (physical,

educational, psychological, spiritual and social). The next two columns identify

positive and negative traits in the specific domains. The last column, the

Remarks Column, identifies things that must be done in order to improve a

particular trait.

Lets say for example that this isSams trait profile:

TRAIT Positive Negative Remarks

Physical Does not get sickoften

Energetic Suffered an

accident and brokewrist

Will go on rehab to

facilitate healing;initially will getclients that do notexhibit hyperactivityas the broken wristwould have tocompletely healfirst

Educational BS ElementaryEducation major in

Special Education;Took psychologycognates;

MA SPED, tookelectives in Guidanceand behavioralscience


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TRAIT Positive Negative Remarks

Needs more hands-on training onbehavior

management

Will do volunteerwork in SPEDCenters to apply

and enhancebehaviormanagement skills.

Psychological resilient

motivated

Handles stresswell

Tends to overwork Management oftime and activitiesin order to createbalance

Spiritual Has deepconvictionsregarding faithand morality

May have to getclients with thesame convictionson faith andmorality

Social Has a lot offriends in theprofession; has agood social

networkIs able to adjustto differentpersonalities

Sometimes tooshy to ask for help

Identify scenarioswhere help shouldbe asked for; willask help whenconfronted withthese scenarios

Looking at Sams profile, it can be said that he displays good physical

health, only that he suffered an accident and temporarily has to choose his

clients. However, Sam may want to have clients who are more challenging,

behavior-wise so he chooses to undergo therapy to facilitate the healing process.


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Sam is resilient and motivated. He can adjust to different kinds of

scenarios and he is motivated by the psychic rewards or non-material rewards

of his profession. Seeing progress in the behavior of the client is a reward for

him and he values this over money. He enjoys going to work but he sometimes

tends to overwork himself. In this case, Sam must establish a time schedule of

activities to do. Furthermore, he can set limitations on what he will be doing. It

must be remembered that a behavior coach must also maintain a balanced life.

Taking in too many clients may reduce efficiency of work and may take a toll on

ones health.

Sam has deep convictions regarding his faith. He belongs to a particular

religious group. Given this, Sam may want to work with clients who belong to

families with the religious conviction and moral standards. A behavior coach

may be dealing with sensitive issues such as sexuality. Whatever the behavior

coach teaches must be in line with what the family believes in, otherwise,

conflict may occur.

On the social side, Sam has many friends. He has linkages with SPED

teachers, developmental pediatricians and guidance counselors. He is able to

adjust to different personalities and he is not pikonwhenever someone makes

fun of him. The linkages that he has may enable him to learn more techniques.

However, he sometimes feels shy to ask for help. What he may do is to identify

situations that help may be obtained. He can start with asking small favors

from his friends in the profession. Sometimes, asking for professional advice

from peers would be beneficial.

The objective of the personality inventory is identifying ones strengths

and weaknesses. This is needed in order to know ones fitness in taking the job

of being a behavior coach. Furthermore, this would help the behavior coach

identify the kinds of clients that he has the capacity of handling.


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Psychosocial maturity

Psychosocial maturity is needed by the behavior coach. Some clients may

call him names or make rude remarks about him. The behavior coach must

understand that all of these are part of his job. Sometimes, the client (or his

relatives) may utter demeaning remarks. The behavior coach must understand

that there may be problems and concerns behind this. He should therefore, not

be affected by these.

There may also be times when stressors may be too much. Having

psychosocial maturity would enable one to be resilient, despite the problems. He

would not easily give up when the going gets tough. Possessing psychosocial

maturity would make the behavior coach that problems encountered in his job is

normal. Whenever he faces problems, he would focus on solutions instead of

grumbling or complaining about the circumstances that he encounters.

Specific professional qualification

A behavior coach must have training in the fields of Special Education and

Guidance. In the succeeding portion of this material, a write-up of guidance-

related skills are identified.

SPED Training

SPED training is necessary for the behavior coach as he may need to

understand the nature of the disabilities, nature of the individualized educational

plan, teach new skills via task analysis, and write reports.

The nature of the particular disability is needed in order to come up with

specific strategies in behavior coaching. For example, how one deals with a child

with autism may be different from how one deals with a child with Down

Syndrome.


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The behavior coach is expected to synchronize his work with the

prescribed IEP. Though he would not be teaching academically, some priorities

when it comes to social skills may be identified in the IEP. For example, teaching

how to take turns may be continued by the behavior coach while having sessions

in the malls or parks. A shadow teacher may be teaching the skills of turn-taking

during recess in school, but when a child goes home or is on vacation, the

behavior coach may take over this responsibility.

Teaching new skills via task analysis is also done by the behavior coach.

For example, Jimmy has to learn how to greet the people in his community. The

behavior coach may task analyze this as follows:

Step 1- Name the people who will be greeted (Barangay captain, elderly)

Step 2-Practice a simple greeting, like saying, good morning. Let Jimmy

say Good morning (or good afternoon, etc)

Step 3- Go out in the community. Let Jimmy identify a person to greet.

Step 4- Let Jimmy greet, Good morning!

In dealing with clients with special needs, task analysis is important in

order to have mastery of a particular skill.

Skills in Counseling related to behavioral coaching

Behavior coaching techniques are related to behavior coaching.

Counselors with training in Special Education are qualified to be behavior

coaches for individuals with special needs.

The following are core conditions and important counseling skills needed

in behavior coaching:

1. Empathy

Empathy is the ability to put oneself in anothers place and understand the

others feelings, actions, ideas, aspirations, desires and plans. A behavior coach

must be able to empathize with the client.


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Empathy is not sympathy. Sympathy invokes feelings of pity on a person

but empathy sees that a person, even in deep need, can be empowered. A

behavior coach must therefore understand the current state of his clients,

without forgetting that the client, even if the disabilities are too severe, has the

potential to be somebody.

2.Genuineness

The behavior coach has to be true to his client. He must be able to convey

his true feelings and emotions as behavior coaching is grounded on a humanistic

framework. It is not a show where stage acting is involved. The therapy is not

rooted in fiction wherein the events that transpire are artificial. Just like teaching,

behavior coaching is a real life scenario. Being genuine would enable the

behavior coach to act and give therapeutic measures naturally. If a behavior

coach feels that he could not be genuine to his client, perhaps, it may be

necessary to change clients.

3. Unconditional Positive Regard

The term, unconditional positive regard was coined by Carl Rogers (1959),

referring to a blanket acceptance and support of a person regardless of what theperson says or does. This is needed in order to provide the best condition for

growth of an individual as he believed that all humans have the capacity for

growth.

Unconditional positive regard is needed in order for the client to help

himself change. Though it is assumed that there is acceptance and support for

the person regardless of his state, it does not necessarily mean that the behavior

coach will not correct the client. Unconditional positive regard comes into playwhen the behavior coach accepts the disability/condition of his client and the

strengths and limitations of the client. Hence, the client is accepted as a person

who has feelings, ambitions and propensity to change for the better.


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4. Attending Skills

Attending skills involve observing verbal and non-verbal behavior of clients

as a way of understanding what the client is experiencing (Veach, Le Roy and

Bartels, 2006). For example, Gigi always taps her pencil briskly during Math

Class. For a person without the knowledge of attending skills, one may think that

Gigi is simply misbehaving inside the classroom. But someone who has good

attending skills maybe able to derive a pattern of behavior. In this case, Gigi may

be tapping her pencil because she does not understand the lesson. The behavior

coach may then teach Gigi how to ask questions if she does not understand the

lesson.

5. Active Listening

Active listening means one is listening to find meaning in what has been

said. The behavior coach has to be an active listener in order to understand the

clients needs, concerns, issues and aspirations.

Active listening may be difficult to do. Before any behavior coaching

session, the behavior coach must make sure that his physical needs are taken

care of. For example, eating, going to the bathroom and doing a few stretching

exercises may help in keeping oneself alert to actively listen.

During the session, the client should be encouraged to speak. Comments

such as Yes., Uh-huh, Go ahead, continue, and Tell me more about it

may help the client express himself better.

6. Body Language

In dealing with clients, the behavior coach must be mindful of his own

body language.


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The following acronym, SOLERF can be used as a guide

S - Squarely face person

O - use Open posture

L - Lean a little toward the person

E - use Eye contact

R - Relax, keep it natural

F lookFriendly

Taken fromhttp://www.basic-counseling-skills.com/body-language.html.

Retrieved September 18, 2009.

It is important to face the client during the behavior coaching sessions.

The use of an open posture is necessary. Crossing of arms and legs is

discouraged as this may convey a negative effect on the client. One must

remember that the behavior coach has a friendly relationship with the client and

he is not trying to be his boss.

If both the client and the behavior coach are sitting together and having

a friendly chat, the behavior coach may slightly lean toward the client (about a

20 degree angle lean). This gesture conveys that he is interested in helping the

client or what the client is saying.

Establishing eye contact is also necessary as this is an expression of being

genuine to the client. While communicating with the client, it is important to

establish eye contact, whenever possible in order convey genuineness.

Maintaining eye contact also enables one to present that one is confident with

what he is doing. Losing eye contact may mean that one is not serious with what

he is talking about. Worse, the listener may construe that the person that is not

having eye contact is being untrue, thus, trust may be lost.
http://www.basic-counseling-skills.com/body-language.html.%20Retrieved%20September%2018http://www.basic-counseling-skills.com/body-language.html.%20Retrieved%20September%2018http://www.basic-counseling-skills.com/body-language.html.%20Retrieved%20September%2018http://www.basic-counseling-skills.com/body-language.html.%20Retrieved%20September%2018http://www.basic-counseling-skills.com/body-language.html.%20Retrieved%20September%2018http://www.basic-counseling-skills.com/body-language.html.%20Retrieved%20September%2018


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Being in a relaxed state is also important. The behavior coach and the

client maintains a friendly relationship and the behavior coach is there as a friend

and not as a teacher or a moralizing agent.

7. Asking Questions

Asking questions is needed in order to clarify matters or issues. It may

also be used to process specific situations. It may be able to help the behavior

coach identify the cause of a specific behavior that has to be corrected.

8. Paraphrasing

Paraphrasing is needed in order to clarify what has been said. Forexample, Leslie says, My sister always gets to watch TV. She always gets new

things. She does not share with me. Given this scenario, Leslie may be having

problems with her sister. In using paraphrasing, the behavior coach may say,

Are you having problems with your sister? or, It seems to me that you do not

like your sister. The behavior coach may then process the issue after

paraphrasing.

9. Summarizing

Like a teacher who ends the class session by asking what has been

learned or by summarizing the key points of a lesson, the behavior coach also

ends a session by summarizing what has been learned.

For example, Teacher Aia taught Krissie how to behave appropriately

during parties. She may ask Krissie what she has learned. Krissie may answer, I

learned not to shout during parties.; I learned that I should fall in line when

getting food.; I learned that I should chew food well. As a reinforcement to

what has been learned, Teacher Aia may also ask, The next time you go to a

party, will you do the things you learned?


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Therapeutic Training

Knowledge of Maslows hierarchy of needs is important in identifying the

needs of the client and his family. His hierarchy of needs consist of the following:

physiological needs, safety needs, love and belonging needs, esteem needs and

self-actualization needs. The first two needs are considered as deficit needs (D-

Needs) and the latter are meta-needs. It is assumed that the individual must

fulfill the D-Needs before having meta-needs. Therefore, knowing the kind of

needs that the client and his family has would be essential to the type of

intervention to be given.

Client- centered therapy knowledge is important in behavior coaching.

This form of therapy looks into the capacity and worth of the individual to

develop to the best of his ability. The core of this therapy revolves around

empathy, unconditional positive regard and genuineness. All of these were

discussed earlier.

Knowledge on behavior therapy is needed in behavior coaching. For

example, the behavior coach may need to do a behavior chart of a specific

behavior that has to be minimized or extinguished. Role playing may be needed

to simulate a specific scenario. Assertiveness training may be needed to increase

ones self-esteem. The use of a token economy may spell out a system of

rewards for the client.

Career education training may also be necessary. Knowledge of career

theories and how to help an individual with special needs choose a career may

be done by the behavior coach, in coordination with a guidance counselor.

Knowledge on Creation of Programs

The behavior coach must be able to create programs for his client. In

doing so, the IEP must be referred to. In addition to this, a needs assessment

may also be done in order to identify pressing issues and concerns that have to

be addressed.


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Creation of programs for the client would involve the clients ability/skills

level; resources; health; other people who would be involved and what the client

himself desires. SPED and Guidance majors are exposed and well versed with

the creation of programs for their specific clientele.

Skills in Curricular Planning

Though the behavior coach would not delve in academic matters

frequently, it would be best for the behavior coach to have some skills in

curricular planning as there may be instances wherein functional learning may

take place. For example, teaching how to order food in a restaurant may also

entail learning about money, the four fundamental operations and nutrition.

Having skills in curriculum planning would enable the behavior coach to integrate

lessons and reinforce what is learned in school.

Linkages with a Support System

Linkages with a support system is important among behavior coaches.

Knowing where to get extra support is necessary for the client s wholistic

development.

If the client is still going to school, the support system would be the

teacher, the school principal, the guidance counselor, classmates and peers, and

school personnel. Even the maintenance service personnel can help the child

with special needs.

Conferences with the school teacher is needed in order to know if the

client is performing the social skills learned consistently while in the school. For

example, does the client line up and wait for his turn while in the canteen? Are

the tantrums minimized when he does not get what he likes? Does the client

greet teachers and other school personnel? Since the classroom teacher is the

one who would regularly see the client, she is a rich source of information

regarding progress in behavior.


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The school principal may also have observations regarding the client. Data

on how the teachers think about the client and adherence to school regulation

can be obtained via the principals office. For example, when the behavior coach

is trying to minimize bullying behavior, the principal may have a record of the

frequency of such behavior.

The guidance counselor serves as emotional and social support at school.

The counselor may give counseling to the client when problems arise. The

counselor, together with the classroom teacher may identify on how well the

client is getting along with his peers via a sociogram. The guidance office may

also have standardized test data such as IQ scores, achievement test scores,

self-concept test scores, etc., which may be helpful in planning activities in

behavior coaching. For example, Emy is found not to socialize with her peers.

The self-concept test shows that she has a poor perception of herself. The

behavior coach, together with the guidance counselor, may then work on Emys

self-concept before teaching socialization skills.

Classmates and peers may help the client feel accepted. The behavior

coach may talk with the clients classmates and peers for encouragement,

behavior reinforcement and socialization. For example, Tony does not like to

participate during recitation. His seatmate may tell him, You can do it, Tony!

Or, they can cheer for Tony if he answers correctly. Letting the client have a

good social support with his peers would boost his morale.

Behavior reinforcement can also be done by the clients peers while in

school. The client may be reminded to fall in line, follow instructions and greet

teachers. For example, during recess, Joey likes to rush out of the classroom. His

classmates may politely remind him to fall in line and wait for his turn.

During recess and physical education time, classmates can invite the client

to play games with them. The behavior coach may also teach the client to have a

simple conversation with his classmates. These conversations may include talking

about their baon, their hobbies and interests. These activities may help in

improving the clients socialization skills.


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School personnel such as the maintenance department can help the client

by instructing him to avoid places that are dangerous (example: high voltage

places, kitchen) or not to loiter around after class. They may also be instructed

to immediately lock classrooms that are not occupied or keep an eye on the

client.

If the client is no longer going to school, other professionals may be

tapped, as needed. For example, the religious minister may be approached if

there are questions on spirituality. When the client is already ready to work, the

barangay captain may know jobs within the community that can accommodate

clients with special needs. Or, the city mayor may be able to create employment

for people with disabilities.

References

Rogers, C.R. (1959). A theory of therapy, personality and interpersonalrelationships, as developed in the client-centered framework. In S. Koch (ed.).Psychology: A study of science. New York: McGraw Hill.

Vearch, P., Le Roy, B. and Bartels, D. (2006). Facilitating the GeneticCounseling Process. New York: Springer New York.(n.d) Encouraging BodyLanguage. Taken from http://www.basic-counseling-skills.com/body-language.html. Retrieved September 18, 2009.

The behavior coach is not a stationary teacher-therapist/counselor as

he/she performs functions in actual settings where the ASN needs to be trained

in. He/She situates himself/herself in contexts where the child is expected to

learn, rehearse and perform target behaviors. Such contextual hands-on

learning is a potent factor facilitating demonstration and mastery of skills. The

ASN is taken to the mall to learn therein specific social skills like turn-taking,

using polite terms appropriately and consistently, and proper conduct in

relating/interacting with members of the opposite sex. He/She is taken to the

supermarket to shop correctly and systematically alongside requesting, seeking

information, and possibly computing money. He/She is taken to church so

he/she can patiently sit and follow the mass through actively and properly.
http://www.basic-counseling-skills.com/body-language.htmlhttp://www.basic-counseling-skills.com/body-language.htmlhttp://www.basic-counseling-skills.com/body-language.htmlhttp://www.basic-counseling-skills.com/body-language.htmlhttp://www.basic-counseling-skills.com/body-language.html


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He/She is given opportunities at home and in other places: park, gym, movie

house, resort, etc. for worthwhile recreation and leisure such as meal

preparation, arts and crafts, physical exercises, swimming and movie watching.

He/She is taken to new places to learn where to go for specific items, do specific

tasks, attend to his/her specific needs: eating, toileting and relaxing, among

others. He/She is taken to libraries, concerts, museums to learn specific verbal-

cognitive skills, as well as specific behaviors therein: turn-taking, following

directions, observing caution in handling materials, demonstrating appreciation

appropriately, and commenting on what he/she sees, hears and feels. He/She is

taken to parties where he/she can interact with peers appropriately.

The above examples truly capture the essence of teaching the ASN in

actual settings! Through these, the ASN accesses real-life opportunities which

are eventually translated into meaningful, relevant and practical learning!

The next part presents the details about the work domain of a behavior

coach.

WORK DOMAIN OF A BEHAVIOR COACH

Marie Therese A. P. Bustos

Teacher Therese is an assistant professor of special education at the University of the Philippines- Diliman. She has degrees in education, majoring in teaching in the early grades, reading andspecial education. Her research interests include literacy, deafness, cognition, learning disabilitiesand transition planning.

As human beings, we develop as a result of the interaction between our

needs and abilities and societys expectations of and demands on us (Newmanand Newman, 2003). We go through progressive stages and perform

developmental tasks appropriate for our age. Our behavior adjusts accordingly

as we understand these cultural and societal expectations.


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Youth with special needs go through the same stages of human

development, albeit slower than those without disabilities. The process of

normalization entails providing them opportunities to perform developmental

tasks as their non-disabled peers. A behavior coach can help youth with special

needs process cultural and societal expectations and guide them to achieve age-

appropriate tasks. Table 1 presents these developmental stages and the tasks

expected at each stage. Bear in mind that youth will special needs will have

difficulties and limitations as they go through these stages. Some may not be

able to go through them successfully. Nonetheless, these developmental tasks

are important aspects of normalization and serve as possible entry points for the

behavior coachs work with the child.

Table 1. Psychosocial Developmental Stages and Tasks

Developmental Stages Developmental Tasks

Early school age (ages 4-6) Gender identificationEarly moral developmentSelf-theoryPeer play

Middle childhood (ages 6-12) FriendshipConcrete operations

Skill learningSelf-evaluationTeam play

Early adolescence (ages 12-18) Physical maturationFormal operationsEmotional developmentMembership in a peer groupRelating with the opposite sex

Later adolescence (ages 18-24) Autonomy from parentsGender identity

Internalized moralityCareer choice

Early adulthood (ages 20-34) Exploring intimate relationshipsStarting a family and childbearingFinding and keeping a jobDeciding on a lifestyle

(adapted from Newman, Barbara and Philip Newman. (2003). Development Through Life: APsychosocial Approach. California: Wadsworth/Thomson Learning.)


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In early childhood to early adolescence, schools can address many of the

developmental tasks mentioned. However, the need to include youth with

special needs in society calls for real integration activities outside the school

setting. Joining neighborhood events such as parties, going to the theater,

attending worship services and so on, are part of community life. Simulations of

these activities are often done in school but these should translate into real-life

integration activities that facilitate the transition of youth with special needs from

school to the community.

Developmental tasks are not entirely social in nature. Cognitive activities,

which can be reinforced at home by parents and tutors, are mainly taught in

school. The following discussion focuses on the non-academic areas where

youth with special needs are expected to thrive side by side with non-disabled

peers. These are the areas where a behavior coach can help.

Early school age to middle childhood

A behavior coach can help the child understand gender and sex-role

standards. During these stages, the child identifies with the same-sex parent

and later on, establishes a gender-role preference. The behavior coach

reinforces gender identification and helps the child act accordingly. It is

recommended that the behavior coach be of the same gender as the child to be

able to effectively serve as a gender-role model.

The behavior coach guides the child in developing a concept of

himself/herself as a separate entity from others. This is essential in enabling the

child to successfully relate with other children. The behavior coach also helps the

child learn skills, be confident in performing them knowing that these add to the

childs self-esteem. Guiding the child in self-evaluation to eventually attain a

concept of his/her efficacy is part of the behavior coachs job.


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As part of early moral development, the behavior coach helps the child

with special needs identify his/her own emotions and recognize these emotions

in others. S/he also teaches the child about good and bad, right and wrong and

guides the child in making choices. Empathy is an important lesson for the child

with special needs to learn.

Self-concept and an understanding of right and wrong are bases for

relating with others. One important aspect of any childs life is peer play.

Children who are aggressive and withdrawn often experience rejection by peers.

A behavior coach can help them relate and play with children in the

neighborhood and help them establish acceptable ways of communicating with

them. Children with special needs form friendships but may need social skills to

be able to do so. In middle childhood, children get into more organized play

such as team play where interdependence is at work and each player takes on a

role based on a set of rules. A behavior coach helps the child understand that

division of labor within a team and competition are important aspects of team

play.

As children move from stage to stage, the radius of their significant

relationships expands, from family members to teachers and classmates,

neighbors and the community. The behavior coach plays a pivotal role in

ensuring that children with special needs transfer their school learning to

practical life settings.

Early adolescence

Youth with special needs who enter adolescence experience physical

changes in their bodies. The behavior coach can help him/her make sense of

these and adjust to these changes. When secondary sexual characteristics

become more evident, the youth are expected to take care of themselves.

Dealing with ones sexuality and wanted or unwanted sexual attention can be

addressed by the behavior coach.


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Group membership and the maintenance of friendships are likewise

expected of youth at this stage. A behavior coach assists the youth with special

needs in developing and maintaining relationships.

Later adolescence and early adulthood

Achieving autonomy or at least a degree of autonomy from parents is very

important for the youth with special needs. The behavior coach helps develop

and strengthen the youths social skills that are essential for independent living.

Daily living skills also include recreation and leisure. While it is true that many

skills can be taught in school, real life education benefits youth with special

needs. The behavior coach models proper responses to life situations and guides

the youths own responses to these real situations. Table 2 presents some

domains of adulthood for which we need to prepare the youth with special

needs. This can serve as a guide for programming behavior coaching activities.

Table 2. Some Domains of Adulthood

DOMAIN SUBDOMAIN LIFE DEMANDS

LEISURE PURSUITS

Possible settings:

AirportArcadeChurch

Friends homesGymMovie theaterMRT/LRT stationsPublictransportation

Restaurants andbars

Indoor Activities playing table/electronic games (e.g.cards, board games, puzzles,arcades, etc.)

joining an exercise class,membership in a gym

participating in group indoor sports

Outdoor Activities participating in group outdoor sportsengaging in general recreational

activities (e.g. camping, sightseeing,picnicking)

Community/Neighborhood

Activities

going to neighborhood events (e.g.bingo socials, garage sales, fiestas)

attending other special events (e.g.fairs, trade shows, carnivals,parades, festivals)

participating in clean-up campaigns


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DOMAIN

Shopping mallsSports events

TheaterTheme parksVillage/barangayVacationdestinations

SUBDOMAIN LIFE DEMANDS

Travel preparing to go on a trip (e.g. joininga field trip, traveling with strangers)

Entertainment attending out-home events (e.g.,

theaters, spectator sports, concerts,performances, art shows)going to socially oriented events (e.g.restaurants, parties, bars)

COMMUNITYINVOLVEMENT

Possible settings:

Barangay hallChurchCommunitywhere s/he livesGovernmentofficesInternet cafe

MallsPublic libraries

Self-helporganizations

Transportationterminals

Citizenship exhibiting civic responsibility (e.g.helping pack relief goods)

obeying laws and ordinances

CommunityAwareness knowing major events at the local,regional, national, world levels

using mass media (TV, radio,newspaper)

Services/Resources

asking help from a governmentagencyaccessing public transportation(trains, buses, jeep, ferries, etc.)

accessing services (e.g. signlanguage interpreter) and utilities[phone, water])

accessing emergency services/resources

accessing agencies that providespecial services (self-helporganizations)

PHYSICAL/EMOTIONALINVOLVEMENT

Possible settings:

FuneralHomeHospitalInformal dateMedical/dentalclinic

Sports events

Physical having regular physical/dentalcheckups

using proper hygiene/ dental carepreventing illnesses and accidentsreacting to medical emergencies

Emotional recognizing and understandingemotionsmanaging stress

dealing with sadness, anxietycoping with separation/death offamily members and friends

understanding emotional dimensionsof sexuality


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Table 2 (continuation)

DOMAIN SUBDOMAIN LIFE DEMANDS

PERSONALRESPONSIBILITIES

ANDRELATIONSHIPS

Possible settings:

Church

Hobbystores/shops

HomeLunch dateNeighborhoodSelf-helporganization

PersonalConfidence/Understanding

recognizing ones strengths andweaknesses

appreciating ones accomplishmentsreacting appropriately to the positiveor negative feedback of others

using appropriate communicationskillsattending to religious obligations

Goal Setting exercising problem-solving/ decision-making skills

becoming independent and self-directed

Self-Improvement

maintaining personal appearancelearning a hobby

Relationships getting along with othersestablishing and maintainingfriendships

developing intimate relationsbeing sensitive to the needs of otherscommunicating praise or criticism toothers

being socially perceptive (e.g.,recognizing contextual clues)

dealing with conflict

PersonalExpression

sharing personal feelings,experiences, concerns, desires withother people

(adapted from Cronin, ME and JR Patton. (1993). Life Instructions for All Students with SpecialNeeds: A Practical Guide for Integrating Real-life Content into the Curriculum . Austin Texas:ProEd.)

Integrating youth with special needs in the community should begin earlyin their life. The gains of special education are wasted when they are not able to

apply their skills and integrate in their immediate community. Behavior coaches

play a significant role in allowing children and youth with special needs the

opportunity to take part in community life. They close the gap between the


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school and the community by not just being a coach or a teacher but by being a

friend, a mentor, an interpreter of social and cultural expectations and an

advocate.

References:

Cronin, ME and JR Patton. (1993). Life Instructions for All Students with SpecialNeeds: A Practical Guide for Integrating Real-life Content into the Curriculum .

Austin Texas: ProEd.

Newman, Barbara and Philip Newman. (2003). Development Through Life: APsychosocial Approach. California: Wadsworth/Thomson Learning

Therapeutic Strategies

These are the most important questions that will guide us in making

behavior coaching most constructive and helpful. It is imperative that these

questions are amply and sfactorily answered before considering a career in

behavior coaching:

1. Do you as a person and helper possess the facilitative dimensions ofhelping: unconditional positive regard, empathic understanding and

congruence?

2. Are you deeply concerned about how you can concretely express/implement these facilitative dimensions in your relationships with the

ASN?

3. Do you truly know and understand the nature, needs and characteristicsof the ASN?

4. Can you specify problems and concerns that need behavior coaching?


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5. Can you tell or explain possible causes of problems and concerns withinthe light of the different theoretical frameworks of personality/therapy?

6. How can behavior coaching strategies be systematized throughappropriate curricular programming and lesson planning?

7. What are your objectives in conducting lessons through appropriatestrategies?

8. What specific activities can you conduct to achieve formulated objectives?

9. What are the resources needed in the implementation of behaviorcoaching?

10.How can you reinforce/deepen in practical/functional situations specificbehaviors/values taught?

11.How can you help the ASN maintain the demonstration/manifestations oflearned positive behaviors and values in day-to-day life?

The above questions pursue the basic preparation and competencies

needed in the successful planning and implementation of behavior coaching.

The following are doable, growth-focused and child-friendly (although

expect initial reactions/resistance! Keep going! Keep helping!) strategies in

behavior coaching adolescents with special needs:


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A. Use behavior modification strategies such as the following:

1. Positive Reinforcement. Use reinforcers such as rewards tomotivate the ASN to attend and respond to instructions, to comply,

and to affirm positive behaviors. The reinforcing value of the object is

evaluated by noting if the ASN reaches for it or manipulates it, and

resists when it is taken away.

2. Shaping. This technique is used when the ASN does not initially havethe desired skill in his/her repertoire of behaviors. Shaping takes

advantage of related responses the ASN already has. Reinforce a skill

in successive approximation step-by-step until the desired behavior

is achieved.

The following steps must make up the shaping procedure:

a. Define the terminal behavior, that is, what the ASN should be able todo at the end of the procedure. Assess current behavior level.

b. Find a beginning behavior that the ASN can perform and thatresembles the desired terminal behavior.

c. Task analyze or break the behavior into steps that are sufficiently smallfor the ASN to achieve beginning with the easiest and ending with the

terminal behavior.

d. Have the ASN perform each step, reinforcing each as it is successfullyaccomplished.

e. If the step is not performed, go back to an easier one, or divide thestep into smaller ones.

f. Continue the procedure until the ASN is performing the completebehavior being reinforced.


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3. Modeling. This technique represents an attempt on the part of theteacher to teach the behavior by performing the act while the child

observes. The ASN is then asked to imitate the demonstrated behavior.

4. Extinction. It is a strategy to decrease maladaptive responses. Thisinvolves the cessation of previously provided reinforcement eliminating

whatever reinforcement is thought to be maintaining the behavior.

5. Physical/Verbal Prompting. Prompting refers to physical or verbalcueing of the teacher to the ASN to facilitate occurrence of a response.

While prompts are necessary in teaching ASN, they should be faded as

soon as the he/she is beginning to show responses independently.

6. Over-stimulation/Over-correction. Over-correction is an effectivetechnique in training ASN. It has two objectives: (a) to over-correct the

environmental effects of a maladaptive response, and (b) to require the

disrupting ASN to practice a correct form of an appropriate response.

In achieving the first objective, the teacher makes the ASN correct the

consequences of his/her action/misbehavior by having him/her restore the

situation to a state greatly improved from that which existed before the

disruption. The second objective requires the child to practice the positive

aspect of the misbehavior.

7. Putting-Through. This technique is done by physically prompting anASN who refuses to work in completing his/her tasks. The technique may

be modified by modeling the specific task/behavior to the ASN while

ignoring his/her deviant behavior.


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8.Aversive Conditioning. Painful or obnoxious stimulation is used in thisstrategy to decrease maladaptive responses manifested by the ASN (e.g.,

lemon juice, sticky but safe substances).

9. Contracting. The teacher/caregiver and the ASN specify and agree onexpected behaviors or tasks the ASN ought to exhibit/do for self-

improvement. Afterwards, they agree on rewards the ASN will get if the

tasks/behaviors are exhibited/done and also the punishments if not. The

agreement is written on paper for both teacher/caregiver and ASN to sign.

A copy is posted on the board to serve as a reminder. A punishment may

be in the form of withholding of things the child likes or depriving him/her

of privileges.

10. Token System. Colored chips (or other objects) with the correspondingpoints are given commensurate to the ASNs positive behaviors. Chips are

retrievable for negative behaviors. These earned chips are convertible to

item/s the child likes.

11. Stimulus Control. This involves presenting a visual or aural cue with

which the ASN associates stopping or continuing on with a behavior.

Examples of visual cues are (a) nodding and (b) smiling to signal letting

the ASN go on with a behavior or task. Examples of aural cues are saying

NO or STOP to stop a behavior and GO AHEAD or GOOD to let the

ASN go on with a behavior or task.

12. Time Out. Pulling the ASN out of the group for an unacceptable

behavior. Placing him/her back when he/she is ready.

13. Ignoring the ASN. Ignoring the ASN if he/she resorts to non-positive

attention-getting behaviors.


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B. Journal Therapy. Here the ASN is asked to keep a detailed diary

recounting his/her thoughts, feelings and actions when specific situations

arise. The journal helps the ASN expand his/her awareness of his/her

maladaptive thoughts, and their consequences on his/her behaviors. The

behavior coach processes the entries with the ASN and helps him/her modify

his/her thinking, make decisions and plan actions.

C. Cognitive Rehearsal. The ASN imagines or recalls a difficult situation, and

the behavior coach guides him/her through the step-by-step process of

fading and successfully dealing with it. The ASN then works on practicing or

rehearsing these steps mentally. The behavior coach then recreates the

situation and conducts mock rehearsals through simulated dialogues or role

playing. He then processes the outcomes affirming good points and

suggesting points for improvement.

D. Disputing. Rational-emotive coaches believe that the problems are causedby irrational beliefs such as, I must be loved at all times; Its someone

elses fault if something bad happens to me; I am worthless. It is not the

activating event (e.g., Not winning a contest) that causes the problem; it is

his belief system (i.e., I must always win contests). Thus, disputing

involves these processes:

1. Detecting. It is deciding the musts, shoulds, oughts and have-tos thatlead to self-defeating emotions and behaviors.

2. Debating. The behavior coach often plays the devils advocate byputting such rhetorical questions squarely in the path of the clients

illogical inferences and absolustic evaluations about events. The

behavior coach asks several questions, which is designed to help ASNs

give up irrational beliefs.


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3. Discriminating. The coach helps the ASN to clearly distinguishbetween wants and needs, desires and demands, rational and

irrational ideas, absolute and non-absolute values, and behavior and

personhood.

4. Defining. The coach helps the ASN make increasingly accuratedefinitions in the language that the ASN employs when referring to

his/her beliefs.

E. Reciprocal Inhibition Thru Stopping. It is a technique aimed at breakingthe connection between maladaptive anxiety and the condition that produces

it. In thru stopping, the ASN is taught to interrupt the connection between

the evoking stimulus and the anxiety by firmly telling himself/herself

STOP/ Thats Enough!/ Switch it off etc. When the thoughts are

producing anxiety. With practice, and usually in connection with other

techniques, the ASN eventually does the self-command mentally.

F.Assertiveness and Social Skills Training. To be assertive requires thatthe ASN have confidence in his/her judgments and sufficient self-esteem to

express his/her opinions. Assertiveness and social skills training teaches the

ASN how to respond appropriately in social situations, and to express his/her

opinions in acceptable ways. Assertiveness training also attends to a variety

of real-life tasks such as food shopping, interacting with other people,

overcoming shyness, and waiting for his turn.

G. Therapeutic Teaching Thru Art. Here, the behavior coach provides anon-threatening environment and encourages the ASN toward self-

interpretation of his/her own artworks. The behavior coach ensures that the

ASN develop at his/her own pace. When he/she discloses his/her emotions

and thoughts, the behavior coach analyzes and interprets his/her output in

relation to his/her disclosures. The art product serves as a record of the


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events which the ASN can later reflect on and eventually understand with

greater clarity.

a. Activity of Self-expression - It is the individuals innate need tocommunicate his/her thoughts, feelings and emotions to other people.

b. Activity of Observation It is the individuals desire to record his/hersense impressions, to clarify his/her conceptual knowledge, to build up

his/her memory, to construct things with his/her practical activities.

c. Activity of Appreciation It is the response of the individual to the modesof expression, which other people address or have addressed to him. It is

generally the individuals response to values in the world of facts the

qualitative reaction to the quantitative results of self-expression and

observation.

H. Therapeutic Teaching Thru Role Playing. Here an incomplete story is

related to the ASN. The ASN listens to the story and then is asked to give

different endings to the story. The behavior coach discusses with the child

the different endings and afterwards instructs the ASN to act out/enact the

entire story including each of the endings verbally given earlier. Props are

readied and some home members can participate in the enactment.

Afterwards, the ASN is asked to choose the best ending (solution). The

behavior coach draws the implications and deepens learning thru enrichment

or practical/ application exercises/assignments to be reported and discussed

with the behavior coach.

I.Therapeutic Teaching Thru Literature. Different literary forms like essays,

short stories, poems, legends, parables, anecdotes and short

biographies/autobiographies are good sources of inspiration and values! A

good behavior coach utilizes, for example, a poem to teach a value or a

specific behavior. He/She does not primarily focus on the structure: choice of


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words, meter, rhyming scheme, and poetic devices like metaphor and simile.

He/She does not concentrate on the aesthetics but on the message/content

of the poem. He/She relates the message/content to the ASNs experiences,

draws implications, and teaches the values the poem imparts. The ASN is

inspired not only to think but also to feel and learn the lesson/moral the

poem teaches. Internalization is pursued by deepening the poems message

onto the experiences of the ASN and actualizing in practical life values/morals

learned.

J. Therapeutic Teaching Thru Music. Music is an organizer and energizer, a

source of gratification and provider of aesthetic experience and expression. It

allows one to establish or re-establish relationships, builds a sense of

community, expands awareness and heals. Through listening, singing,

expressive body movements, playing instruments and music improvisation,

the behavior coach utilizes appropriate musical exercises and activities with

the ASN for relaxation and enjoyment, socialization, and self-expression, for

skill-building and even discipline, and decision-making and values formation.

K. Multi-Media Assisted Intervention. Definitely, at theses times, we cannot

do away with current technology in pedagogy. Thus, with well-defined

parameters(limitations!), the behavior coach can use the computer and other

gadgets from which values education can be derived from. Those are useful

and helpful strategies because they enable the ASN to be visually and aurally

focused, and to utilize his perceptuo-cognitive-motor skills in learning specific

values/behaviors. Charts, pictures, kits, audio devices, etc. when utilized

properly and developmentally, and synchronized with specific objectives are

extremely helpful.

L. Therapeutic Teaching Thru Human Kinetics. Providing the ASN with

opportunities and training regularly in engaging appropriate and helpful


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regimen of physical gross-motor activities and exercises (e.g.,

team/organized play, sports) and recreation (e.g., board games, nature walk,

biking) is necessary considering developmental changes as well as the

associated manifestations of their disabilities.

M. Non-Formal Structured Verbal Exercises. For sure, the behavior coachwill also relate with the ASN verbally. It is this very pivotal verbal exchange /

reciprocity that strengthens bonding, improves focus and compliance, and

increases comprehension. The behavior coach must, therefore, take it upon

himself/herself to provide/set-up plenty of opportunities for social-verbal

reciprocity. Exercises like asking questions especially those requiring logical

reasoning , telling cause-and-effect relationships and making social

judgments; expressing appreciations and useful polite terms; seeking

information and commenting; and, other pragmatic language

expressions/structures like storytelling, reporting incidents, and relaying

messages must be consistently and effectively rehearsed and exercised.

Sample Lessons

Below are sample lessons of a behavior coach which in practice are

prepared as priorities of an Individualized Educational Plan (IEP):

Case: A 16 year-old male adolescent with autism with language-cognitive and

psychosocial delays including atypical behaviors: verbal stimming, rigidities

(maladaptation to changes), and lack of impulse control and social propriety.

A. Educational Concerns

Objective Content/Activity and Procedure

1. Discriminate and observe signs in Taking the child to thespecific places in the community: library, community andteaching him/her different signs: museum, roads, parks, etc.


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No Littering, danger sign,no entry sign, etc. and their meanings.

Demonstrating the appropriatebehaviors in observing the signsfor him to follow; Explainingwhy one has to follow thesigns.

2. Buy and pay for specific items chosen in Teaching him to:public places: malls, eateries, stores, etc. a) Choose an item and inquire

about cost, color, size, etc.b) Pay for the item,c) Count the change using the

calculator, if needed.d) Wait and then say,Thankyouafter the transaction.

3. Follow directions given a set of Reviewing following simpleinstructions. directions in the use of simple

tools/gadgets/facilities/etc., athome.

Following directions in locatingspecific places in thecommunity.

B. Language Concerns


1. Observe conversation rules in a group. Reviewing rules in reciprocalcommunication.

Rehearsing him converse givena topic.

Suggesting/giving further pointsfor Improvements.


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Implementing conversationrules in a group with some andlater on withoutprompting/leading.

2. Use polite terms in relating with others Rehearsing at home situationsin the community. necessitating use of polite

terms: Excuse me, Thank you,I'm sorry, Welcome, Please, etc.

Taking him to the communityand setting up opportunities forhim to use the polite terms.

3. Report incidents/experiences. Letting him recall importantincidents in the community.

Prompting/Leading him toreport about them.

Giving him more opportunitiesto report more elaborately andsequentially.

C. Social Concerns


1. Wait for his turn in public places: Telling him why one has to waitshopping malls, food shops, bus station, for his turn.entrance to specific places where peopleline up.

Demonstrating turn-taking andthen instructing him to wait forhis turn.


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2. Order what he likes in eateries in public. Rehearsing him in mock situationsat places home on how to order.

Taking him to aneatery/restaurant and teachinghim further to choose what helikes from the menu; order foodhe likes, and then say polite termsafter ordering and when food hasbeen served.

3. Extend help to those in need in the Rehearsing him to extend help tocommunity. others in mock situations at home.

Taking him to the community andsetting up opportunities for him toextend help (e.g., helping an oldlady cross the street, cheering upa crying child, picking up andgiving an item to someone whodrops it).

Documents

b. Behavior Coaching Manual