Four Core Functions of Coaching in PBISRob Hornerwww.pbis. org

Goals• Core functions of Coaching• Define four functions of coaching and how to administer

• Sustaining PBIS• Variables affecting sustained implementation at school and

district levels

• Using the Tiered Fidelity Inventory and RTI Self-assessments• Using fidelity data to guide coaching

• Using SWIS data effectively• Helping school teams engage in effective decision-making

Coaching versus Training

• Training is the development of new knowledge and /or skill

• Coaching is the support needed to use new knowledge and/or skills under typical conditions.

Coaching Functions

• Prompting• Bring newly trained skills under stimulus control of natural stimuli

• Fluency Building• Repeated opportunities to use new skills … preferably soon after training

• Performance Feedback• Feedback on accuracy and shaping of trained skills

• Adaptation• Modify trained skills to fit to local culture and context

PromptingBring newly trained skills under stimulus control of natural stimuli. Prompting typically focuses on emphasizing “when” a new skill is used.

Providing opportunities to respond (literacy)

Building the agenda for team meeting (TIPS)

Constructive performance feedback (math)

Teaching Sharing (behavior)

Fluency buildingEstablishing efficient skill use.Perfect a skill with the speed and ease needed to make it functional

Using choral responding (reading)

Building precise problem statements (TIPS)

Error analysis (math)

Building lesson plans for behavioral expectations

Performance FeedbackBuilding skill accuracy and precision

Using data to assign reading groups(reading)

Writing action plans to address problems(TIPS)

Selecting math curricula (math)

Correcting behavioral errors (behavior)

AdaptationDefining how new skills can be used within the local cultural and context

Peer-mediated instruction (reading)

Establishing team “norms” (TIPS)

Amount of homework (math)

Selecting school-wide behavioral expectations (PBIS)

Your example• Define a skill trained in your district:

• How would you coach to achieve:• Prompting to establish skill in the natural context• Fluency building to get skill occurring with effectiveness• Performance feedback to achieve precision in skill use• Adaptation to ensure the skill is used in a manner that is

culturally and contextually appropriate.