A Process for Improving Instructional Practices for Children
with Autism Spectrum Disorders
Introduction
While there may be differing opinions about
the most effective methodology for educating students with autism spectrum
disorders (ASD), there is strong consensus about the need for planned,
systematic instruction for these children. Implementing and maintaining
a consistent instructional approach can be a tremendous challenge for
the many students with ASD who receive intensive services from multiple
providers across diverse settings. This module describes a model project
developed by a school district that applied the principles of peer
coaching to training parents, professionals, and paraeducators to
improve their instructional practices for students. While originally
intended to benefit children with a wide range of special needs, outcomes
suggest greater benefit for children with ASD, their families, therapists,
teachers, and paraeducators (Rinkel & Myles, 1998).
What Is Peer Coaching?
Peer coaching is an ongoing process by which
adults with a common interest share knowledge and expertise. Kinlaw
(1999, as cited in Rush, Shelden, & Hanft, 2003) described coaching
as “a mutual conversation between two individuals who each have
information to share and skills to gain from interacting with one another”
(p.38). When the focus of common interest is a special child, parents
and educators can use peer coaching to refine or acquire effective and
consistent teaching and parenting techniques. Partners in peer coaching
develop a collaborative, confidential relationship that encourages recognition
of individual expertise and establishment of self-directed goals to
further growth as a teacher and as a parent.
Peer coaching is a cyclical process consisting
of three 15-20 minute steps: preobservation
conference, observation, and postobservation
conference. Throughout the cycle, one participant acts as the inviting
partner while the other serves as coach.
At the postconference, partners decide whether to keep the same or switch
roles before beginning a new cycle of peer coaching.
“Especially important is the agreement
that curriculum and instruction need constant improvement and that expanding
our repertoire of teaching skills requires hard work, in which the help
of our colleagues is indispensable” (Showers, 1985, p. 106).
What Are the Benefits of Peer Coaching?
Traditionally, peer coaching programs have
consistently demonstrated positive outcomes in two areas:
Transfer of training to “real-world”
settings
Development of mutually supportive relationships among
coworkers (Showers, 1985)
In addition, peer coaching in educational
settings has produced outcomes, including:
Better understanding of teaching and improved
teaching performance
Improved self-analysis and sense of efficacy
Improved sense of professional skills and desire for
self-improvement
Increased sense of efficacy, collaboration, and mutual
respect
Increased student growth and development (Robbins
& Roberts, 1990)
This module is intended to provide an overview
of the peer coaching process and a framework for training collaborative
team members to be effective peer coaches. While peer coaching in the
schools historically takes place in the classroom, the project described
here was implemented across home and school settings, usually targeting
the instructional needs of a specific child.
Peer coaching has proved to be a vehicle
for increasing the understanding and use of innovative teaching practices.
Realizing that peer coaching has been successfully utilized by educators
of widely varying professional backgrounds and skills, it seemed likely
that the model could be expanded to include highly motivated parents
and paraeducators as well. Brought together by a common focus on the
needs of a particular child, potential coaching partners from diverse
backgrounds could become peers by developing a common knowledge base
of effective intervention practices and utilizing principles of peer
coaching. From this premise, the current collaborative peer coaching
model evolved.
Introduction