Coaching Fidelity Checklist

Kent State University Early Intervention Program

Coach: Colleen Douglas Date: 3.30.17

The Coaching Fidelity Checklist is based on various professional literature on coaching

or caregiver teaching (Childress, 2015; Colorado Coaching Consortium, 2009; Dunne &
Villani, 2007; Fettig, Schultz, & Sreckovic, 2015; Friedman, Woods, & Salisbury, 2012;
Hanft, Rush, & Shelden, 2005; Jayaraman, Marvin, Knoche, & Bainter, 2015; Kemp &
Turnbull, 2014; Lane, Ledford, Shepley, Mataras, Ayres, & Davis, 2016; Leat et al., 2006;
Moore, Barton, & Chironis, 2013; Moore & Harjusola-Webb, 2013; NAEYC/NACCRRA,
2011), performance feedback (Friend & Cook, 2010), parent-implemented interventions
(Barton & Fettig, 2013; Lieberman-Betz, 2014), and implementation fidelity and
intervention fidelity (Barton & Fettig, 2013). The checklist can be used to guide
professional-to-caregiver coaching and professional-to-professional coaching.

Note that the behaviors below do not have to be demonstrated in order or equally
within each session.

Did the coach Y/ Comments

N
Questioning
1.1 Ask questions that seek information from the Y I asked mom how the strategy (EA)
learner? (e.g. ask about priorities and goals for went the past week
child/family, current practices or strategies being
used)
1.2 Ask questions that elicit the learners Y I asked mom how she thought the
perspective? signing went last week and asked if
she would like to gain more signs or
work with the ones she has now
1.3 Ask questions that confirm or clarify Y I asked mom is the strategy made
information to obtain shared understanding and sense and we reviewed the
clarity? strategies and signs she would be
using.
1.4 Ask probing questions that assist the learner Y After showing mom the video of
in examining his or her own knowledge and/or how she was using time delay
skills? already she was surprised that she
was already doing it and was willing
to continue to use it throughout out
more routines
1.5 Ask questions that facilitate vision and N
create challenge?
Active Listening
2.1 Elicit the learners perspective? N
2.2 Demonstrate appreciation for the learners Y I praised mom for using the
perspective? (e.g., verbally affirming or strategies and determining what
acknowledging what the learners shared) number of signs should be used in

2.3 Use reframing to give the learner another
perspective on his/her wants and concerns?
2.4 Summarize, paraphrase, and restate to
reflect back what the learner has said for clarity
and understanding?
2.5 Shift coaching behaviors as needed in the
moment based on learners needs?
Goal Setting
3.1 Identify with the learner the targeted skills
based on family priorities?
3.2 Identify with the learner a timeline for the
coaching process?
3.3 Develop with the learner a plan for action to
achieve targeted skills? (i.e., who will do what by
when)
3.4 Review previous goals, if applicable?
Observation
4.1 Observe the learner demonstrate knowledge N
or the targeted skill?
Guided Reflection & Problem Solving
5.1 Ask questions that promote learners
AWARENESS?
5.2 Ask questions that promote learners
ANALYSIS?
5.3 Ask questions that assist the learner in
identifying ALTERNATIVES?
5.4 Ask questions that assist the learner in
identifying future ACTION in relation to fidelity of
implementation of evidence-based practices and
natural environments?
Prompting
6.1 Provide the opportunity for the learner to
practice the targeted skill? (verbally encouraged
learner to practice)
order to keep a natural
environment
N
N
Y I allowed mom to explain how she
used the strategies and what went
well and we discussed her plan for
the next week.
Y Yes I targeted communication skills
which mom indicated as a goal
Y I told mom how we did EA, this
week we will do time delay and
next Responsive interaction
Y Yes, Mom will use time delay during
block play (playtime)
N Mom and I talked about the
increase in gesture and
vocalizations sense the use of EA
(observed after coaching)
After being coached mom was able
to implement the strategies for
time delay and environmental
arrangement
(observed after coaching)
Y I asked mom when she can use
time delay and continue to use all
done and more
Y I asked mom when she could
implement the strategies and signs
N
Y We talked about using these
strategies throughout different
routines in the day, during meal
time and play time
N After the coaching session mom
was prompted to use the strategies
during play.
(after coaching)
 Modeling/Demonstrating/Direct Teaching
7.1 Create opportunities for the learner to Y Mom was shown a video of herself
observe the coach and/or others model the in a video already doing time delay.
targeted skill? Behaviors to consider: After mom saw this she was able to
- modeling with intention: coach informs learner brainstorm and think of other was
on what to watch for to incorporate this into other daily
- modeling with narrative: coach narrates what routines.
he or she is doing for the learner
- modeling with reflection: coach asks learner for
his or her perspective on what was modeled or
demonstrate
7.2 Intentionally scaffold the learners Y I provided mom with a 1 sheet
knowledge or capacity for skill mastery? (e.g., handout about the strategies that
providing print, verbal, visual, and video provide a definition and examples
information matched to their learning of how to implement.
preferences on how to and why; providing (mom was given a binder to hold all
content about specific strategies, about child of her information in.
development, and about how to embed
intervention into routines; may be a brief verbal
explanation followed by a demonstration; print
materials and video may also be used.)
Feedback
8.1 Allow the learner to reflect first on his or her Y I allowed mom to tell me how she
performance before providing feedback? felt the intervention went

8.2 Provide feedback that is concise? N I Was able to provide mom detailed
information as to what she was
doing well
(after coaching session)

8.3 Provide feedback that is specific? N

8.4 Provide feedback that is descriptive?
8.5 Provide feedback that is directed toward
changeable behaviors?
8.6 Check for the learners understanding?
8.7 Verbally acknowledge the learners
successes?
8.8 Provide and/or promote access to new
information and resources for further learning?
N
Y I provided mom information about
how the strategies will affect
behavior ( behaviors such as
reaching and nodding head for yes
when mom asks if R wants more)
Y I made sure mom knew what I was
asking for by asking her does that
make sense
N I told mom she did well and
implemented the strategies in the
routine
(after coaching session)
N
 Transfer of Knowledge

9.1 Was there an evidence-based practice (EBP) Y The strategies I provided mom
discussed with and demonstrated with the where evidence based. And I
learner using an individualized, learner-centered showed her my research by
and contextualized approach? Behaviors to providing her own binder of what I
consider: had gathered.
- 9.11 coach asked what learner already
knows or is already doing in relation to
EBP
- 9.12 coach built on or expanded upon
learners knowledge and skills in relation
to EBP
- 9.13 coach demonstrated fidelity of
implementation of EBP

9.2 Was there evidence of transfer of learning Y I encouraged mom to use the
from the coach to the learner? Behaviors to strategies I provided her during a
consider: play and mealtime routine
- 9.21 coach invited the learner to
demonstrate what he or she is currently I was able to tell mom that she was
doing in relation to EBP doing well implementing the
- 9.22 coach invited the learner to try a
strategies
new skill that expands upon the learners
current knowledge/skills
- 9.23 coach provided repeated
opportunities for learner to practice the
new skill with support
- 9.24 coach provided performance-specific
feedback to learner in real-time
- 9.25 coach invited the learner to
demonstrate independent implementation
of EBP or relevant components of EBP
within the setting in which the skill/s were
taught
- 9.26 coach invited the learner to
demonstrate independent implementation
of EBP or relevant components of EBP
beyond the setting in which the skill/s
were taught (i.e., generalization across
activities, routines, people, settings,
materials, prompts)

Did the learner Y/ Comments

N
Goal Setting
10.1 Share information about family priorities and N
desired goals for the child/family?
10.2 Share what s/he has tried or accomplished Y I asked mom how
between coaching conversations? environmental arrangement
went, and she said she
limited the number of toys
Rs has access to and giving
him one toy at a time
Mom stated that R was not
interested in the signs, so
we decided to hold off on
the signs and have her just
continue more and All
done
10.3 Identify what s/he wants to try or accomplish Y Mom and I discussed how
between coaching conversations and when the next she will implement Time
conversation will be scheduled? delay and environmental
arrangement
Observation
11.1 Observe own behavior on a video-recording (as N
applicable) to assist in reflection on fidelity of
evidence-based practices in their natural
environments?
11.2 Observe the coach modeling or demonstrating a Y I was able to model the
new skill? signs for mom (All done and
More)
Action/Practice
12.1 Try new ideas or actions related to the child, Y After being coached mom
caregiver, or environmental arrangement that were was able to arrangement
either previously discussed or planned with the the environment to
coach? encourage interactions
Guided Reflection & Problem Solving
13.1 Determine what worked or did not work and Y Mom was
why during the observation and/or action?
13.2 Generating alternatives, ideas for how to Y Mom and I decided tom
enhance the use of the practice or strategy and how limit the signs and focus on
to generalize the strategy to new, relevant situations, the EMT strategies
with support from the coach?
13.3 Jointly determine next steps for future Y I
implementation?
Feedback

14.1 Provide feedback to coach about coaching Y Mom provided my with

interaction or intervention? feedback about how to
intervention and signs were
going during the past week,
she stated the strategies
were easy yet R wasnt
interested in the signs.
14.2 Ask any unanswered questions or raise Y
concerns?
14.3 Confirm understanding of next steps? Y I discussed with mom that
we will continue strategies
next week and we will be
covering responsive
Interaction
Transfer of Knowledge

15.1 Was there evidence of transfer of learning from Y Mom is currently using time
the coach to the learner? Behaviors to consider: delay since she started
- 15.11 learner demonstrated what he or she is using environmental
currently doing in relation to EBP arrangement. She just
- 15.12 learner tried a new skill that expands didnt know it was called
upon his or her current knowledge/skills
that. She was ready and
- 15.13 learner was provided repeated
opportunities to practice the new skill with willing to implement time
support from coach delay throughout daily
- 15.14 learner received performance-specific routines.
feedback from coach in real-time and provided
feedback to coach
- 15.15 learner demonstrated independent
implementation of EBP or relevant
components of EBP within the setting in which
the skill/s were taught
- 15.16 learner demonstrated independent
implementation of EBP or relevant
components of EBP beyond the setting in
which the skill/s were taught (i.e.,
generalization across activities, routines,
people, settings, materials, prompts)

Other comments:

Questions to guide reflection: (adapted from Dunlap & Ridgley, 2011)

What did you SEE/OBSERVE in your interaction?

I noticed that I was chewing gum, I will not do that in the future. I was also a little
nervous, yet I was able to make conversation with mom about how Environmental
Arrangement went and the two signs I gave her. Mom stated that R was uninterested in
the signs and mom was getting discouraged cause she wasnt seeing any response to
them. Mom also had stated that she may have been using the signs too much and she
was able to adjust throughout the week to make then more natural in their routines.
Mom stated that Environmental Arrangement was going well and she was able to
implement the strategy throughout daily routines.

What did you LIKE?

Througho
ut the
week
I liked that mom was able to use the strategies throughout daily routines and that she
was trying to make them as natural as possible. Mom also cleaned up extra toys and
would place favorable toys out of reach to encourage communication.

Mom was able to see how she was already using time delay and she also During
provided some examples of how she is already using it how she will use it coachi
in the future ng
What would you ADD? sessio

Next time I will add more examples of how mom can incorporate the signs and
strategies into her daily routines without making it overwhelming for R. I will also
provide examples of how R is already communicating to mom, sometimes in ways that
she doesnt notice. Such as reaching could mean he wants more, rather than him using
the sign.

What would you CHANGE?

I will allow mom to observe and try out the strategies within the coaching system as
I guide her so that when she does get to the intervention session she feels
comfortable and confident in implementing the new strategies.

Next session I will ask mom how she thinks the strategies went and when she used
it. Then I will introduce the new strategy for the session and ask mom if she has
heard of it or ever used it before. Then Ill show mom a worksheet about responsive
interaction and provide examples to her and allow her to try out the strategies
before the intervention session. Lastly, Ill ask mom when she plans to implement it
during her daily routines, and then introduce her to what will come the next week.