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