The chart below demonstrates the effectiveness of a collaborative, developmental model over a typical consultation model. The chart from the Association for Staff and Curriculum Development (Joyce & Showers, 2002), identifies training components and the results they produce, as they relate to both the typical consultation model, and the collaborative, developmental model. With many lectures, in services, and workshops, instructors are provided only theory and discussion. Results of this study show their limited effects on knowledge, skill demonstration, and use in the classroom. As additional training components are introduced, results in knowledge and skill level mildly increase, but not when it comes to actual use within the classroom. The final column of the chart demonstrates the use of coaching within the classroom and the accompanying 95% across-the-board effectiveness in the areas of knowledge, skill demonstration, and use within the classroom.
| TRAINING COMPONENTS | Knowledge | Skill Level | Use in Classroom |
| Theory and Discussion | 10% | 5% | 0% |
| w/ Demonstration in Training | 30% | 20% | 0% |
| w/ Practice & Feedback in Training | 60% | 60% | 5% |
| w/ Coaching in Classroom | 95% | 95% | 95% |
Joyce, B. and Showers, B. (2002) Student Achievement Through Staff Development Association for Staff and Curriculum Development (3rd Ed.)
For more information on the importance of Coaching for successful implementation, see the National Implementation Research Network.
Vicci Tucci’s history influenced her development of the Competent Learner Model (CLM) as a BCBA. Vicci’s desire to help create a nation of competent learners and engage with other professionals;
Some of your colleagues are also coaches at the Worldwide Coaching Network, part of the eLearning Store? This group of highly skilled ABA professionals is available for a variety of