From Consultation to Coaching: Implementing Plans and Monitoring Progress

Abstract

Overview: This chapter covers the essential components of teacher coaching. The importance of follow-up sessions from the initial COMPASS consultation is described and coaching is defined. Also provided are practical forms and a coaching protocol. The primary outcome measure of a COMPASS consultation is described, and instructions are provided for developing the Goal Attainment Scale Form.

Appendices

Appendix A Instructions for Completing Chapter 8 Forms

• 1. Review all forms prior to conducting a coaching session. The Session 1 Coaching Protocol is adapted for the first session. The Standard COMPASS Coaching Protocol describes the steps to complete for the remaining coaching sessions.

• 2. The Coaching Checklist provides a list of forms, information, and equipment to gather and use for the coaching session. Attached at the bottom of the checklist is information on the date and time of the next coaching session that can be torn from the bottom and given to the teacher.

• 3. The Goal Attainment Scale (GAS) Form is used to monitor the progress of the measurable objective. Indicate the student’s rating following each observation during the coaching session. Also indicate if the skill was actually observed or not and if the goal changed since the last session. Note the domain of the skill and whether the student has been performing at the level observed for at least 2 weeks.

• 4. The Teacher Interview for Coaching Form provides the questions to ask during the coaching session. It is recommended that the teacher be provided a copy of this interview at the time that the questions are presented. This assists the teacher in organizing information in advance.

• 5. The COMPASS Coaching Summary Template provides a recommended outline for the coaching summary report. What was observed is described first, followed by the discussion for each objective. The discussion information comes from the responses to the Teacher Interview for Coaching Form. Goal attainment for each of the three objectives is reported. What is observed and what the teacher reports as the level of skill most consistently performed are noted. Finally, the last part of the coaching summary is a specific description of future plans. Future plans include the date and time of the next coaching session. It also includes any descriptions of modifications and/or adaptations to make in the teaching plan or instructional approach. Other information and resources might also be included. An example of a completed summary is in the case study of Anthony.

• 6. The next two forms are designed to evaluate the teacher perceptions of the coaching session. The COMPASS Coaching Feedback Form assesses satisfaction and the COMPASS Coaching Fidelity Checklist assesses the degree to which the consultant followed and adhered to the procedures of the coaching session. It is suggested that these forms be given every other session so that the teacher does not grow fatigued with completing many forms. The forms can be administered together or separately, every other time. The coach reviews the forms and makes adjustments based on the feedback.

• 7. After each coaching session, the COMPASS Coaching Impressions Scale is completed by the consultant. Note that item 10 is the most important question and refers to how well the teacher followed through with the recommendations and teaching plan.

• 8. Two additional measures—the Autism Engagement Rating Scale and the Teacher Engagement Rating Scale—provide information on the quality of the student’s engagement and teacher instruction during the teaching situations. Higher scores reflect higher quality engagement. Definitions for each of the items are provided. This information informs the consultant about areas of skills to target with the teacher on the quality of the student and teacher engagement.

• 9. Two types of data collection examples are provided. It is important to encourage teachers to feel comfortable creating their own or adapting the current forms that best suit their needs and circumstances. Examples of completed data sheets are provided in case study 1—Anthony.

Appendix B Session 1 Coaching Protocol

With teacher/parent/others:

• 1. Check to see that the teacher received the Consultation Summary Report.

• 2. Complete teaching plans for any objectives that were not finished at the consultation and review and edit any plans that now need to be changed.

• 3. Explain the purpose and review the draft GAS Form that is completed with the teacher or was completed prior to the coaching session. Make any changes based on teacher input and be sure to word each skill so that it is measurable and observable and that everyone agrees to the meaning.

• 4. Then proceed with Steps 2–7 of the standard protocol that will be used for the follow-up coaching sessions.

Note: The objective may not have been worked on at all or very little prior to Coaching Session 1, but it is still important to observe the student performing the skill as a base for discussion and for rating of the GAS Form.

Appendix C Standard COMPASS Coaching Protocol

• 1. Check that the teacher and parent received information from the prior coaching and that it is available and was understood. Also determine if changes have occurred, including any changes to the IEP, since the summary was sent.

• 2. Review the COMPASS Coaching Fidelity Checklist before the session and make sure that each component is followed (the teacher will complete the fidelity checklist following the consultation).

• 3. For each skill/objective/goal, the following steps are followed in order. Repeat for each.

  • (a) Observe the student performing the skill either live or from video recording.

  • (b) Review and rate the GAS Form for that skill, also obtain teacher’s assessment of the student’s most consistent level of progress based on data.

  • (c) Complete the Teacher Interview for Coaching Form on that skill.

  • (d) Review the teaching plan (see Chap. 7) that was generated from the COMPASS consultation for this skill and make changes as discussion warrants.

  • (e) Problem-solve any additional personal and environmental challenges and supports that may need to be addressed, modified, added, or maintained (provide other assistance such as use of demonstration, role plays, or modeling the instruction, and making materials).

  • (f) Gather sample data forms from the teacher.

• 4. Inform the teacher that a summary of this coaching session and an updated Teaching Plan (if applicable) and an updated GAS Form (if applicable) will follow shortly. Decide if any additional information might be useful and either send it or provide a reference for it. Examples of helpful information are the Web sites described in Chap. 3 and the Evidence-based Resources for Teachers Checklist in the forms section of Chap. 7.

• 5. Set date and time for next coaching and make sure that email and phone numbers for questions are easily accessible for the teacher.

• 6. Ask the teacher to complete the COMPASS Coaching Fidelity Checklist and the COMPASS Consultation Satisfaction Questionnaire. To avoid burdening the teacher with paperwork, these forms can be given after every other session. They can also be mailed or faxed to the consultant after completion.

• 7. After coaching, complete the following forms. These forms are optional, but they are also designed to help the consultant assess and recognize possible areas to target for the next session.

  • Autism Engagement Rating Scale

  • Teacher Engagement Rating Scale

  • Coaching Impressions Scale

• 8. Write the summary and update the Teaching Plan and GAS Form if needed and send via email to teacher and regular mail to parents and teacher. Enclose any promised information.

Appendix D COMPASS Coaching Checklist

Student’s Name:_____________________________ Coaching Date:___________

Coach’s Packet (Standard Forms)

Equipment*

□ Coaching Protocol □ Teacher Interview for Coaching Form □ Blank GAS Forms (+1 extra for teacher) □ Blank Teaching Plan □ COMPASS Coaching Summary Template □ Enclosures not mailed with report □ Resources for Teachers Checklist (Chap. 7) □ Autism Engagement Rating Scale □ Teacher Engagement Rating Scale □ COMPASS Coaching Fidelity Checklist □ COMPASS Coaching Feedback Form □ Multiple Trials Data Sheet □ Activity-based Data Sheet

□ 2 tape recorders □ 2 audio tapes for coaching □ 1 audio tape for dictation □ Extra batteries □ Laptop □ Video camera/tapes □ Tripod □ Extension cord

Additional Information	Coach’s Forms (Child Specific)
□ Contact Information □ Directions □ Schedule/Calendar	□ COMPASS consultation report and/or coaching summary report □ IEP □ GAS Form □ Teaching Plans

*This equipment is optional and depends on the information the coach wants to collect.

Other resources and print materials: ____________________________________

Teacher: ________________________ School: ___________________________

Next Coaching Session Date and Time: __________________________________

Notes: ____________________________________________________________ ____________________________cut____________________________________

Teacher:

Your next coaching session will be _______ from____ a.m./p.m. to ____a.m./p.m.

If you have any questions and/or concerns, please feel free to contact me at:

__________________________________________________________________

 

Appendix E Teacher Interview for Coaching Form

Date: ___________ Teacher’s Name: ____________________________________

Interviewer: _____________________ Coaching Session Number: I, II, III, IV

Instructions: For each goal, answer the following questions using the GAS Form.

GAS Objective # 1

• 1. Skill domain—circle the domain:

  0 = Academic 1 = Social 2 = Communication 3 = Learning/Work Skills 4 = Motor/Sensory 5 = Self-help 6 = Behavior

• 2. How many times a day/week is this skill worked on? ________ day/week (specify)

• 3. Do you keep data on the skill? □ Yes (if so, please provide an example) □ No (if not, provide examples to teacher)

• 4. What teaching methods are used to teach the skill?

• 5. Who usually instructs the skill? Circle all that apply.

  1 = teacher 2 = assistant 3 = speech language pathologist 4 = peers 5 = other

• 6. Did the coach provide modeling/demonstration of skill? □ Yes □ No

GAS Objective # 2

• 1. Skill domain—circle the domain:

  0 = Academic 1 = Social 2 = Communication 3 = Learning/Work Skills4 = Motor/Sensory 5 = Self-help 6 = Behavior

• 2. How many times a day/week is this skill worked on? ___________________ day/week (specify)

• 3. Do you keep data on the skill? □ Yes (if so, please provide an example) □ No (if not, provide examples to teacher)

• 4. What teaching methods are used to teach the skill?

• 5. Who usually instructs the skill? Circle all that apply.

  1 = teacher 2 = assistant 3 = speech language pathologist 4 = peers 5 = other

• 6. Did the coach provide modeling/demonstration of skill? □ Yes □ No

GAS Objective # 3

• 1. Skill domain—circle the domain:

  0 = Academic 1 = Social 2 = Communication 3 = Learning/Work Skills4 = Motor/Sensory 5 = Self-help 6 = Behavior

• 2. How many times a day/week is this skill worked on? ____________ day/week (specify)

• 3. Do you keep data on the skill? □ Yes (if so, please provide an example) □ No (if not, provide examples to the teacher)

• 4. What teaching methods are used to teach the skill?

• 5. Who usually instructs the skill? Circle all that apply.

  1 = teacher 2 = assistant 3 = speech language pathologist 4 = peers 5 = other

• 6. Did the coach provide modeling/demonstration of skill? □ Yes □ No

Appendix F COMPASS Coaching Feedback Form

Name (optional):_____________________________________ Date:__________

Please rate each question 1 (not very much) through 4 (very much). Use “NA” if “not applicable.”

A.How much did the coaching session:

		Not very much			Very much
1.	Support you to help the child reach his/her IEP objectives	1	2	3	4	NA
2.	Support you to implement strategies to reach the three targeted objectives	1	2	3	4	NA
3.	Support you to try new interventions	1	2	3	4	NA
4.	Cause you stress	1	2	3	4	NA

B.How helpful were components of the coaching session:

		Not very much			Very much
5.	Discussions	1	2	3	4	NA
6.	DVDs/video recordings	1	2	3	4	NA
7.	Goal Attainment Scale (GAS) Forms	1	2	3	4	NA

C.How much did you feel that the coach was:

		Not very much			Very much
8.	A good listener	1	2	3	4	NA
9.	Nonjudgmental	1	2	3	4	NA
10.	Able to offer ideas and strategies	1	2	3	4	NA
11.	Encouraging	1	2	3	4	NA

D. Please add other comments (and use the back if necessary):

Appendix G COMPASS Coaching Fidelity Checklist

Teacher’s Name______________________________________ Date__________

1.We reviewed the consultation/coaching written summary report and answered questions.	NO	YES
2.We reviewed the most current teaching plan and updated the written plan to reflect current teaching strategies for each objective.	NO	YES
3.We evaluated the goal attainment of the child’s most current level of progress on the three skills.	NO	YES
4.After the observation of each skill, the consultant began the discussion by asking the teacher about thoughts of what was observed.	NO	YES
5.We discussed at least one idea (what teaching methods to keep in place or what teaching methods to consider changing) for each objective.	NO	YES
6.If the student was not making as much progress as desired on an objective, we discussed the student’s personal challenges that might be impacting progress on skills.	NO	YES
7.If the student was not making as much progress as desired on an objective, we also discussed the student’s environmental challenges that might be impacting progress on skills.	NO	YES
8.To counter the personal challenges related to an objective, we identified at least one personal support (e.g., a reinforcer, strength) to continue to use, add, or adapt in the teaching plan.	NO	YES
9.To counter environmental challenges related to an objective, we identified at least one environmental support (e.g., instructional method, visual support) to continue to use, add, or adapt in the teaching plan.	NO	YES
10.We discussed other environmental factors (student, teacher, or caregiver related) that might be helping or hindering the student progress either directly (health issues) or indirectly (home or classroom issues) on accomplishment of the objective.	NO	YES
11.We reviewed and rated the GAS Form for each objective the teacher/student demonstrated.	NO	YES
12.We obtained the rating of the student’s most consistent and representative level of progress over the past two-week period.	NO	YES
13.For each objective, we discussed how often the skill is taught, if data are being kept, and problem solved any data collection issues.	NO	YES
14.We discussed generalization plans (e.g., who else is working on this skill with the student; where else does the student practice this skill; how is information being shared with other school personnel about this skill) for each objective.	NO	YES
15.The overall tone set by the consultant during the session was collaborative? (e.g., positive tone; positive feedback: “I think you’re doing a good job in the classroom”; providing information; elaboration; initiating joint activities: “Let’s focus on social problems right now”).	NO	YES
16.The overall tone set by the consultant during the session was empowering? (e.g., the consultant asked open-ended questions to encourage teacher problem solving and self-reflection; the consultant helped to develop teacher confidence in ability to impact change).	NO	YES

Appendix H COMPASS Coaching Summary Template

Coaching Session I II III IV

Student: __________________ Date: __________ School: ___________________

Teacher: ________________________ Consultant: _________________________

Others Present: ___________________________________________

• Communication Skill:

  • Observation:

  • Discussion:

  • Goal Attainment:

• Social Skill:

  • Observation:

  • Discussion:

  • Goal Attainment:

• Learning Skill:

  • Observation:

  • Discussion:

  • Goal Attainment:

• Future Plans:

Appendix I COMPASS Coaching Impressions Scale

Child’s Name: _____________________________________ Date:____________

Coach’s Name:_____________________________________________________

Coaching Session (circle one): I II III IV

Teacher—Special Education

		Not very much			Very much
1.	Welcoming and ready	1	2	3	4	5
2.	Organized	1	2	3	4	5
3.	Frustrated	1	2	3	4	5
4.	Positive about progress	1	2	3	4	5
5.	Defensive	1	2	3	4	5
6.	Positive about child	1	2	3	4	5
7.	Expression of stress/anxiety	1	2	3	4	5

General Atmosphere at Coaching Session

		Not very much			Very much
8.	Observation related to goals*	1	2	3	4	5
9.	The teacher read the report/coaching summary	1	2	3	4	5
10.	The teacher has followed through with recommendations**	1	2	3	4	5

*This item refers to how well the skill that was demonstrated for rating represented the skill described on the Goal Attainment Scale Form.

**For item 10, if the teacher has implemented none of the components of the teaching plan, score “1”; if about 25% of the components were implemented, score “2”; if about 50% of components were implemented, score “3”; if about 75% of components were implemented, score “4”; if about 100% of components were implemented, score “5.”

Appendix J Autism Engagement Rating Scale (Classroom Version)

Child’s Name:__________________________ Activity: ____________________

Observation Date:__________________ Observer:_________________________

Description of Session (circle): Baseline Coaching I, II, III, IV, Final Evaluation

Type of Instruction (circle): Large Group Small Group 1:1 Adult Independent

Cooperation
1	Refuses to participate in activity.
1.5	Limited participation in activity.
2	Partially participates in activity.
2.5	Frequently participates in activity.
3	Fully participates in activity; may show enthusiasm for completing activity.
Observations/comments:

Functionality
1	Does not use objects appropriately.
1.5	Limited appropriate use of objects.
2	Demonstrates some appropriate use of objects.
2.5	Frequently uses objects appropriately.
3	Is successful in consistently using objects appropriately. The child does not demonstrate inappropriate use of objects.
Observations/comments:

Productivity
1	Does not lead to the targeted outcome. Play/task is not purposeful.
1.5	Limited progress is made toward targeted outcome. Purpose of play/task is limited.
2	Some progress is made toward targeted outcome. Play/task is somewhat purposeful.
2.5	Significant progress is made toward targeted outcome. Play/task is generally purposeful.
3	Targeted outcome is achieved. Play/task is completely purposeful.
Observations/comments:

Independence
1	Does not complete task independently and requires constant physical prompts throughout activity and never responds
1.5	Requires several prompts to complete tasks. The child rarely responds to verbal or gestural prompts throughout activity.
2	May require some prompts to complete tasks. The child responds to verbal or gestural prompts throughout activity.
2.5	The child requires minimal verbal or gestural prompts throughout activity.
3	Does not require verbal or gestural prompts to complete tasks. The child completes tasks independently throughout activity.
Observations/comments:

Consistency
1	Child’s goal directed behavior is completely different from the teacher’s goal directed behavior for the child.
1.5	Child’s goal directed behavior is mostly different from the teacher’s goal directed behavior for the child.
2	Child’s goal directed behavior is somewhat consistent with the teacher’s goal directed behavior for the child.
2.5	Child’s goal directed behavior is mostly consistent with the teacher’s goal directed behavior for the child.
3	Child’s goal directed behavior is the same as the teacher’s goal directed behavior for the child.
Observations/comments:

Attention
1	Is not attentive during the entire activity. The child shows no interest in activity.
1.5	Limited attention to activities is shown. Interest is also limited.
2	Shows some attention to and interest in activity.
2.5	Is frequently attentive to activity.
3	Is fully attentive during entire activity.
Observations/comments:

Autism Engagement Rating Scale: Hints for Coding (Ruble et al., revised 2005)

Cooperation: Measures child’s ability to cooperate with and participate in designated activity/play.

• 1 The child pulls away from teacher/parent and/or falls to the ground and refuses participation in an activity. The child may cry and/or tantrum. The child may also appear apathetic or unresponsive to attempts to engage him/her in an activity.

• 1.5 The child’s behavior is consistent with the description above, but the child shows limited cooperation and participation. Tantrums may be less severe; however, the child may whine or show dislike before or during cooperating with or participating in an activity.

• 2 The child’s overall behavior consists of both resistance to and cooperation with activities. The child may show dislike for the activity, but may still participate. The child does not actively refuse activity.

• 2.5 The child frequently participates in and cooperates with activities. The child may show dislike for an activity and initially resist, but the child does eventually participate in that activity. Minimal refusal to participate is shown.

• 3 During the entire session, the child consistently cooperates with and participates in all activities without resistance.

Functionality: Measures child’s ability to use objects in their intended manner.

• 1 The child does not use objects in the manner in which they were designed to be used. Use of objects is completely nonfunctional (e.g., child taps pencil on forehead, mouths toy, etc.).

• 1.5 The child’s appropriate use of objects is limited. The child may occasionally demonstrate correct use, such as briefly rolling a ball after mouthing it.

• 2 The child demonstrates both appropriate and inappropriate use of objects during the session. The child increasingly uses objects correctly.

• 2.5 The child frequently uses objects the way they were intended with occasional misuse of objects being demonstrated. On the whole, object use is appropriate and functional.

• 3 Objects are consistently used in the manner in which they were intended. Inappropriate use of objects is absent.

Productivity: Measures child’s ability to engage in meaningful work or play behavior.

• 1 Play/task does not have a purpose and is not useful. The child does not work toward completing the designated task.

• 1.5 The child makes some limited effort toward task completion. Some behaviors are useful and aid the child in completing the task/playing, although the majority of behaviors are not relevant to the task.

• 2 The child makes some progress toward task completion. Play/task behaviors are somewhat useful and or purposeful.

• 2.5 The child’s behavior is mostly goal-oriented and purposeful. Significant progress is made toward task completion.

• 3 All behavior is productive and oriented toward task completion. Task completion/play may lead to development of higher-level skills.

Independence: Measures child’s ability to follow instructions and work on tasks without prompts.

• 1 The child requires constant physical assistance to complete tasks, such as hand-over-hand assistance. The child may also require physical guidance during periods of transition to new activities.

• 1.5 Many physical prompts are needed to complete task. Although verbal/gestural prompts may be given, the child rarely responds to these prompts and they do not assist with task completion.

• 2 Physical prompts are not needed for task completion. Verbal/Gestural prompts are successful in helping the child focus work independently.

• 2.5 Very few verbal/gestural prompts are required to assist the child in working independently.

• 3 The child can complete tasks without assistance and/or reminders after initial instruction.

Consistency: Measures how closely the teacher’s goal directed behavior for the child is aligned with the child’ goal directed behavior.

• 1 The teacher’s goals for the child are inconsistent with the child’s goal directed behavior. As an example, the child may be completing a puzzle about the alphabet while the teacher is instructing in science; the child may be putting toys in his mouth while the teacher is trying to get the child to play with toys functionally. The child’s own goals are inconsistent with the teacher’s goals for the child.

• 1.5 The teacher’s goals for the child are largely inconsistent with the child’s goals.

• 2 The teacher’s goals for the child are somewhat consistent with the child’s goal directed behavior. The child may be working on alphabet puzzle while the teacher is instructing the class in reading.

• 2.5 The child’s and the teacher’s goals are mostly the same.

• 3 The child and the teacher have the same goal directed behaviors, working with consistency on the same lesson. The child’s work may be adapted, but the content is the same. As an example, the child may complete a puzzle about the letter “L” while the teacher instructs the class to color a sheet on the letter “L.”

Attention: Measures the child’s interest in and attention to an activity.

• 1 The child appears extremely disinterested in an activity. The child may refuse to look at task and engage in activity. The child may turn away from or ignore activity.

• 1.5 The child occasionally shows some interest in activity. The child may briefly glance at activity before redirecting attention.

• 2 The child both ignores and attends to activity. Task holds child’s attention briefly.

• 2.5 The child is very attentive to task. Few periods of distraction/inattention are observed.

• 3 The child demonstrates sustained attention on task and is interested in task.

Appendix K Teacher Engagement Rating Scale (Ruble et al., revised 2005)

Student:__________________________ Teacher __________________________ Date:____________________________

Observer:_________________________Instruction (circle): Large Group Small Group 1:1 Adult Independent

Description of Session (circle): Baseline Coaching I, II, III, IV, Final Evaluation

Maintenance of Interaction
1	Does not attempt to help the student to be productive in student’s interactions with objects and does not demonstrate or facilitate an object’s proper use.
1.5	Makes limited attempt to foster productivity in interactions with objects and makes minimal effort to demonstrate or facilitate an object’s proper use.
2	Makes some attempts to maintain productivity, to demonstrate an object’s proper use, or to help the student use an object appropriately.
2.5	Makes frequent attempts to and is successful in maintaining productivity. The teacher demonstrates and facilitates an object’s proper use.
3	Is successful in helping the student to be productive in interactions with objects and/or others throughout the session using a wide variety of different approaches.

Directiveness
1	Repeatedly and intensely attempts to direct the student’s immediate attention and/or behavior.
1.5	Frequently attempts to direct the student’s immediate attention and/or behavior.
2	Makes some attempts to direct the student’s attention and/or behavior.
2.5	Maintains student’s interest by directing the student’s attention and/or behavior on a limited basis.
3	Tailors directiveness based on the student’s behavior throughout by allowing adequate response time and/or independence.

Initiation
1	Is apathetic and does not attempt to direct the child’s attention and/or behavior.
1.5	Is passive but makes limited attempt to initiate with the child.
2	Initiates some of the time with the child.
2.5	Initiates positively with the child frequently.
3	Initiates positively with the child throughout.

Level of Movement/Participation
1	Does not move with the child and his/her activities and does not participate with the child.
1.5	Makes limited movements with the child and makes few attempts to participate with the child.
2	Somewhat moves with the child and participates some of the time.
2.5	Frequently moves with the child and frequently participates with the child.
3	Moves with the child and his/her activities and encourages participation throughout.

Level of Affect
1	Facial expression shows no emotion during the student’s activities, praise/feedback and attention are absent, and attentive body language is absent.
1.5	Limited emotion is shown, very little verbal praise/feedback or attention is given, and attentive body language is minimal.
2	Attentive/expressive at times, and/or may give some verbal praise/feedback. Exhibits some attentive body language.
2.5	Frequently attentive and expressive, giving frequent verbal praise/feedback, and exhibiting positive/attentive body language the majority of the time.
3	Positive praise/feedback and/or instruction is given in a calm or enthusiastic tone of voice, there are several instances of observable enjoyment with the student through positive attention and emotional facial expressions, & attentive body language is continually used.

Responsiveness
1	Does not respond to the student’s initiations, behavior, body language, and requests.
1.5	Shows limited/inconsistent responses to the student’s behavior, body language, and requests.
2	Is somewhat responsive to the student’s initiations, behavior, body language, and requests in several instances. May have neutral response to student.
2.5	Frequently and positively responds to the student’s initiations, behavior, body language, and requests.
3	Responds consistently and positively to the student’s initiations, behavior, body language, and requests.

Teacher Engagement Rating Scale: Hints for Coding

Level of Affect: Measures the teacher’s interest in/attention to the student or his/her activity.

• 1 The teacher appears disinterested in the student and his/her activities. The teacher may appear flat or show negative emotions toward student. The teacher does not show interest through his/her body language, such as sitting up, leaning forward, etc.

• 1.5 The teacher shows limited interest in the student and may briefly comment on his/her activity. Occasional praise/feedback may be given. The teacher does not interact positively with the student.

• 2 The teacher has neutral affect toward the student (is not angry with the student or ignoring them, but does not smile at them, etc.). Some praise/feedback is given and the teacher attends somewhat to the student.

• 2.5 The teacher frequently gives praise/feedback to the student and is interested in them. The teacher shows positive affect.

• 3 The teacher is enthusiastic about student/student’s activities, or teacher is clearly attending to student/student’s activity and interacting with the student in a calm, pleasant manner. Shared enjoyment between the student and the teacher is observed through facial expression and/or positive body language. Praise and/or feedback are given in a positive manner.

Maintenance of Interaction: Measures degree to which the teacher builds on the student’s initiation and/or assists the student in using objects functionally.

• 1 The teacher does not attempt to use different approaches (physical, verbal, gestural prompts) to build upon interaction. The teacher does not ask questions or introduce new elements to keep the student engrossed in task. The teacher may allow the student to use an object inappropriately without attempting to demonstrate its proper use (i.e., allows the student to mouth ball w/o teaching him/her to roll it).

• 1.5 The teacher makes few attempts to help the student to be productive. The teacher may demonstrate an object’s use a few times, but is not persistent in the demonstration. The teacher does not monitor the interaction closely or look for ways to build upon it.

• 2 The teacher may show the student how to roll ball, then watches as he/she mouths it and partially corrects student/shows the student how to be more functional with ball. The teacher asks a few questions about activity to expand the interaction.

• 2.5 The teacher frequently looks for ways to help the student expand the interaction and asks questions about play. Or the teacher frequently assists the student in using objects correctly.

• 3 The teacher expands interaction by introducing new elements into play/ activity (i.e., the teacher may have doll catch ball, may show the student how to stack blocks according to color, etc.) and gives the student the support he/she needs to be successful in interactions with objects (physical, verbal, gestural prompts or physical assistance). The teacher may consistently ask questions that keep the student engaged and monitors the quality of the interaction.

Directiveness: Measures degree to which the teacher gives commands and/or directs the student’s immediate attention.

• 1 The teacher does not allow time for the student to respond to request before repeating request and makes constant commands (i.e., “Do this,” “Look at this,” “Come here,” etc.). The teacher may redirect student’s interest or focus. Teacher may direct behavior through gestures, repetitive commands, & physical prompting.

• 1.5 The teacher frequently gives the student commands and only briefly waits for the student’s response.

• 2 The teacher somewhat tries to direct the student’s attention through prompts and offers a little time before demanding that the student comply with request.

• 2.5 The teacher uses commands infrequently and may find alternate ways to redirect the student’s attention. The teacher follows the student’s lead and interest and only occasionally repeats prompts and demand’s the student’s immediate attention.

• 3 The teacher is able to follow the student’s lead throughout and only refocuses attention when he/she becomes distracted. The teacher directs attention to a different topic only when focus of attention is not productive. The teacher gives the student adequate time to comply with request.

Responsiveness: Measures frequency and intensity of the teacher’s reactions to ­student’s initiation with actions or objects.

• 1 The teacher ignores the student’s requests, behavior, body language, etc. The teacher does not follow the student’s initiation and does not reciprocate interaction with the student.

• 1.5 The teacher’s responses to the student are restricted and he/she may often ignore the student’s behaviors.

• 2 The teacher responds appropriately to the student’s initiations, but is neither enthusiastic nor apathetic about his/her initiations.

• 2.5 The teacher is mostly attentive to the student and is generally positive toward his/her initiations.

• 3 The teacher fully attends to the student’s body language, requests, and/or behavior. The teacher responds to student’s initiations with enthusiasm. The teacher follows the student’s lead in initiations.

Initiation: Measures degree to which the teacher begins interaction with student.

• 1 The teacher makes no attempt to interact with the student.

• 1.5 The teacher is passive but makes a partial attempt to begin an interaction.

• 2 The teacher takes some initiative to interact with the student, and interactions are neutral.

• 2.5 The teacher makes several attempts to begin interactions with the student.

• 3 The teacher is persistent in attempting to begin interactions with the student. Even if the student does not respond, the teacher will continue to initiate. The teacher interacts positively with the student.

Level of Movement/Participation: Measures degree to which the teacher stays on the student’s physical level.

• 1 The teacher does not move with the student. The teacher may remain standing while the student sits and the teacher does not transition with the student. The teacher does not take part in the student’s activities.

• 1.5 The teacher may occasionally move with the student and get on his/her physical level. The teacher may participate somewhat.

• 2 The teacher is somewhat interactive with the student and sometimes sits beside them or follows them to another activity.

• 2.5 The teacher generally sits on the child’s level and/or follows the child to new activity. Participation is frequently observed.

• 3 The teacher sits on the floor with the student and constantly readjusts position as the student transitions to a new activity.

Appendix L Multiple Trials Data Sheet

Student’s Name: __________________________________

Skill/Behavior: _____________________________________________________

Criterion Level: __________ Prompt: (circle) I=Independent V=Verbal Vi=Visual G=Gestural P=Physical

Instructions: In the section above, describe the skill/behavior, criterion level,* and circle the prompt(s) for the objective. Using the table below, for each trial, indicate if the student passed (p) or failed (f). Sum the total number of trials passed and administered. Divide the number passed by the number administered to obtain the percent passed.

Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
# trials
# passed
% passed

*See Table 5.2 in Chap. 5 for more on the components of a well-developed IEP objective.

Appendix M Activity-Based Data Sheet

Student’s Name:________________________ Skill/Behavior:________________

Dates: __________________________ Criterion Level: _____________________

Coaching Session: ___________Prompt: (circle) I=Independent V=Verbal Vi=Visual G=Gestural P=Physical

Instructions: In the section above, describe the skill/behavior, criterion level,* and circle the prompt(s) for the objective. Using the table below, list the prompts used, tally the number of times the student demonstrated the skill at the criterion level (# passed), and tally the number of opportunities provided (# opportunities). For the bottom row, tally the total number of times passed and the total number of opportunities.

Day
Date
Activities
	Prompt
	# Passed
	# Opportunities
	Prompt
	# Passed
	# Opportunities
Total # Passed # Opportunities