The completed COACH protocol
Slides detailing the educational priorities as determined bythe COACH
A completed assessment battery
Communication
Display consistent communication mode-Express Continuationor more-Makes selection when given options-Makes requests of others-Signals/dire/need for attention-Expresses rejection/refusal-Sustains communicationwith others-Recognizes when misunderstood and uses another way-Expressgreetings and farewells-Follows instructions-Answersquestions-Comments/describes-Asks questions of others
Socialization
Responds to the presence and interactions ofothers-Initiates social interactions-Sustains social interactions-Ends socialinteractions-Distinguishes and interacts differently with friends/family,acquaintances, and strangers-Maintains prosocial behaviors when alone and withothers-Accepts assistance from others-offers assistance to other-Maketransitions between routines activities-Adjust to unexpected changes inroutine-Shares with others-Advocates for self
Personal Management
Gives permission and/or directs others to provide personalcare support-Drinks and eats-Feeds self-Cares for bowl and bladderneeds-Selects appropriate clothing-Dresses/undresses-Cares for personalhygiene-Is mobile between locations-Manages personal belongings-Givesself-identification information-Uses Telephone-Responds to emergencyalarm-Recognizes and avoids potentially dangerous situations-Maintains safe andhealthy behaviors
Access Academics
Reacts to objects, activities, and/interactions-Directs andsustains attention to activity-Explores surroundings andobjects-Differentiates/discriminates between things-Imitates skills used indaily life-Uses objects as intended-Understands meaning of nontext symbols
Giangreco, Michael. (2011). Choosing Outcomes and Accommodations for Children (COACH): A Guide to Educational Planning
for Students with Disabilities. 3rd edition. Brookes Publishing
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