Incredible Years Presentation Coaching Skills

8/9/2019 Incredible Years Presentation Coaching Skills

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Carolyn Webster-Stratton, Ph.D.

Parents, Teachers and Therapists Using

Coaching Skills to Promote Children’s Socia

Emotional & Academic CompetenceIncredible Years Parents, Teachers, and Children’s Programs



Carolyn Webster-Stratton, Ph.D.

Parents, Teachers and Therapists Using

Coaching Skills to Promote Children’s Socia

Emotional & Academic CompetenceIncredible Years Parents, Teachers, and Children’s Programs

See paper on web site:

Webster- Stratton, C. & Reid, M.J. (in press). Parents, TeachersAnd Therapists Using Child-Directed Play Therapy and Coaching

Skills to Promote Children’s Social and Emotional Competence

And Build Positive Relationships. In C.E. Schaefer, Play therapy for

Preschool children.



Underlying Theories for Incredible Years

(IY) Use of Child-directed Play and

Specific Coaching Skil ls

• Cognitive social learning theory - “attention principle”-adults learn to coach, prompt, give positive attention to and reinforce prosocial

child behaviors, positive thoughts and feelings rather than negative behaviors,

thoughts or feelings during play interactions• Modeling Theory - observational learning-adults learn to model appropriate social interactions,

emotional regulation and expression of emotions for

children

• Relational or Attachment Theories

- child directed play and coaching fromadults influences child affect, bonding and intimacy of

relationships, separate from behavioral management



Empirical Support for Incredible Years

(IY) Use of Child-directed Play and

Specific Coaching Skil ls

• IY Parent, Teacher and Child Series have

each been shown effective in multiple studies

in reducing conduct problems & depression

& promoting social and emotionalcompetence and school readiness in children

• One of the key foundational components

of all three interventions is specific coaching

and child-directed play skills

Play: Promote Positive

Parent-Child Relationships

Praise & Incentives:

Build Social Competence

Effective Limit Setting:

Increase Cooperation

Ignore,

redirect, distract:

Decrease Aggression

Use

Liberally

Use

SelectivelyPARENTING

PYRAMID

The Incredible Years Training Series

Time

Out



Encouragement

& Recognition

Coaching

Persistence Coaching AcademicCoaching DescriptiveCommenting & Language

Development

Child Directed Play

Coaching Pyramid

Parent, Teacher and Therapist Skills & Strategies



Step #1: Child-directed Play

• Avoid unnecessary commands or

corrections, criticism or asking questions

• Follow the child’s lead and ideas and enterinto their imaginary and pretend world

• Express joyfulness and help children feel

special by adult’s focused attentionand presence.



Step #2: Descriptive Commenting &

Academic Coaching

Coach the following:

• Objects & their positions

(in, under, beside)• Colors, shapes, numbers, sizes

• Textures, order, classifications

• Actions - writing, reading, printing



Step #3: Persistence Coaching

Coach the following:• Patience, staying calm

• Concentrating, focusing

• Trying again, persisting, working hard

• Planning and thinking ahead

• Waiting

• Problem solving

• Independence• Sitting still, Listening



Brainstorm /Buzz

Share with your buddy your favorite

persistence & academic coachingstatement:

“ that is really hard, and you keep

thinking hard, you are very patient

and I think you are going

to do it.”



#3 Academic Coaching (Kalani boxes)

#4 Persistence Coaching (Erin drawing)

Video Vignettes



Step #4: Social Coaching

Model and Coach the following:

• Sharing • Helping

• Teamwork • Taking Turns

• Waiting • Asking

• Suggesting an idea • Listening

• Trading • Agreeing

• Complimenting • Being generous

• Apologizing • Forgiving



Brainstorm /Buzz


social coaching statements:“I am going to be your friend

and share my truck with you”

(adult models social skill)



Step #4: Emotion Coaching

Coach the following:• Child’s feelings of joy, happiness, patience, courage, pride, confidence,

forgiving, caring

• Child’s feelings of sadness, anger, frustration, embarrassment coupled with

positive coping behavior

• Give more attention to positive emotions than

negative emotions

• Pair negative emotions with coping skill or positive

prediction

• Parent or teacher share and model expression of

positive emotions with children



Video Vignettes

# 6 Emotion Coaching (Soleil, sticky tape)

# 7 Social Coaching (toddlers)

# 8 Social Coaching (Trilby preschoolers)

# 9 Sibling Play (6 and 8 year olds)



Brainstorm /Buzz


emotion coaching statements:“ that was hard to share, you

are such a good friend and

made your friend feel

happy”



Tailoring Coaching to a Child’s

Developmental Level 1: Parallel Play

Adult interacts one-on-one with child by:

- Modeling social skills when playing with child

- Prompting words for child to imitate- Prompting social actions by child

- Connecting social skill with feelings

- Using puppets and imaginary play to model social skill

and emotional literacy- Ignoring antisocial or inappropriate behavior




Developmental Level 2:Beginning Peer

or Sibling Interactions

Adult promotes awareness and initiations between 2

peers by:- Modeling as a friendly peer

- Prompting child’s initiations with peer- “notice”- Prompting words to use with peers

- Connecting feelings with social skill

- Praising social behavior and feelings in peer

- Reinforcing prosocial behaviors when they occur

- Ignoring nonsocial behaviors and feelings




Developmental Level 3: Child

Interested in Peers

Adult does Peer Coaching with 2-3 children by:- Praising positive social and friendly interactions

- Prompting social skills such as wait, trade, asking,

giving help, sharing, words to use with peers

- Connecting feelings with social skill

- Praising self-regulation skills (listening, waiting,

staying calm, problem solving)

- Promoting empathy and perspective taking (noticing peer

feeling response)

- Attribution training (understanding accident) andhelping children to learn to forgive or apologize



Tailor Coaching to Child’s

Temperament and Co-morbidities

• Children with ODD

-delayed problem solving skills & anger –emotion

and self-regulation coaching

• Children with ADHD

- delayed social and emotional skills- persistence coaching

• Children who are Depressed

- emotion coaching & social coaching

• Children with Autism

- descriptive language coaching & prompting words

• Children with Attachment Problems

-relationship building/emotional coaching



Coaching Strategies are a necessary but not

suff icient part of a larger child management system

Incredible Years Presentation Coaching Skills

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