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Adaptations of and Integrations with the CCU

coaching model: Broadening the scope and


outcomes

Elise T. Pas, Ph.D.


Catherine Bradshaw, Ph.D.

14th Annual International Conference on Positive


Behavior Support
Focus of Today’s Talk
Past Coaching Work
The Classroom Check-Up (CCU)

Step 1 • Teacher Interview

• Teacher Completes Ecology Checklist


Step 2 • Coach Conducts Classroom Visits

• Personalized Feedback Session


Step 3 • Develop Menu of Options
• Collaborative Goal Setting

• Teacher Monitors Daily


Step 4 Implementation
• Coach Provides Continued Support
Motivational Interviewing
(MI) to Change Behavior
MI Approach MI Opposite Approach

Collaboration - Partnership that Confrontation – Imposing awareness


honors teacher’s experience & and acceptance of “reality” that the
perspectives teacher can not see

Evocation – Resources & motivation Education – It is presumed that the


for change are presumed to reside teacher lacks key knowledge, insight
within the teacher and/or skills necessary for change

Autonomy – Coach affirms the Authority – Coach tells the teacher


teacher’s right & capacity for self- what he/she must do.
direction & facilitates informed
choice
Data-Based Decision Making
Initial Adaptations
Addressing Cultural Responsive
Teacher Practices
Integrating with Mixed-Reality
Simulation for Guided Practice
Mixed-Reality Simulator

Development team: Lisa Dieker, Michael Hynes,


and Charles Hughes (UCF)
What it Looks Like
Mixed-reality for practice
Simulation for guided
practice
• Pre-planning of level of behaviors and the
specific teacher behaviors being targeted
• Time-limited practice in the simulator of
specific discrete skill(s)
• Data-based feedback from coach
• Second try, based on the behavior specific
feedback
Simulation for observational
learning
• Two teachers are scheduled for one 45-50
minute session
• Watch each other practice, receive
feedback, and practice a second time
• Added time for reflection about student
behavior (e.g., detection)
• Additional exposure to student behaviors
and teacher strategies
Repeated measures results
45 Baseline
40 Post-test
35
30 Follow-up
25
**
20
15 **
10
5 *
0

Pas et al. (2016), JADD


Mixed-reality for assessment
How simulation helps with
assessment

• Observations within the simulator

• Detection task using a video of our


coach working with the students in
the simulator
Broadening Scope and Applying
to Bullying
Successful bullying
programs include:
• Consistent disciplinary methods
• Consistent classroom management
strategies
• Classroom rules related to bullying
• Training of teachers in detection
and de-escalation techniques
Our Approach
Adapted CCU materials
Re-thinking PD
Psychoeducation
The Future
Concluding Thoughts
 CCU as meeting school needs:
 Structured
 Data-based
 Time-limited/efficient
 Flexible/adaptable
 Adaptations have shown promise of
effectiveness on improving teacher
practices
 Larger-scale efficacy trials needed
 Questions remain on scalability and
sustainability
Acknowledgements
Funding Agencies: Research Team Members:
Institute of Education Katrina Debnam
Sciences (R324A110107, Jessika Bottiani
PI: Bradshaw; Nicholas Ialongo
R305A150221, PIs:
Bradshaw, Debnam) Linda Brandenburg
Robin Church
Wendy Klag Center for Kristine Larson
Autism and
Developmental Disabilities Stacy Johnson
(PIs: Pas, Bradshaw) Tracy Waasdorp
Dana Marchese
National Institute of
Justice (Award Number
2015-CK-BX-0008, PIs: Collaborators:
Bradshaw, Pas, Waasdorp) Wendy Reinke
Lisa Dieker
My Email
epas@jhu.edu