Coaching Fidelity Checklist

Kent State University Early Intervention Program

Coach: ______________________ EI Provider: __________________________ Date: __10/12/18 Michaela

Crawford_____________

The Coaching Fidelity Checklist is based on various professional literature on coaching or caregiver teaching
(Childress, 2015; Colorado Coaching Consortium, 2009; Dunne & Villani, 2007; Friedman, Woods, &
Salisbury, 2012; Hanft, Rush, & Shelden, 2005; Kemp & Turnbull, 2014; 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/N Comments

Questioning

1.1 Ask questions that seek information from the learner? (e.g. ask about Y
priorities and goals for child/family, current practices or strategies being used)

1.2 Ask questions that elicit the learner’s perspective? Y

1.3 Ask questions that confirm or clarify information to obtain shared Y

understanding and clarity?

1.4 Ask probing questions that assist the learner in examining his or her own Y
knowledge and/or skills?

1.5 Ask questions that facilitate vision and create challenge? Y

Active Listening

2.1 Elicit the learner’s perspective? Y

2.2 Demonstrate appreciation for the learner’s perspective? (e.g., verbally Y

affirming or acknowledging what the learners shared)

2.3 Use reframing to give the learner another perspective on his/her wants Y
and concerns?

2.4 Summarize, paraphrase, and restate to reflect back what the learner has Y
said for clarity and understanding?

2.5 Shift coaching behaviors as needed in the moment based on learner’s Y

needs?

Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: 1

mgatmait@kent.edu / Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu
 Goal Setting

3.1 Identify with the learner the targeted skills based on family priorities? Y

3.2 Identify with the learner a timeline for the coaching process? N Not in this session

3.3 Develop with the learner a plan for action to achieve targeted skills? (i.e., N
who will do what by when)

3.4 Review previous goals, if applicable? Y

Observation

4.1 Observe the learner demonstrate knowledge or the targeted skill? Y

Guided Reflection & Problem Solving

5.1 Ask questions that promote learner’s AWARENESS? Y

5.2 Ask questions that promote learner’s ANALYSIS? Y

5.3 Ask questions that assist the learner in identifying ALTERNATIVES? Y

5.4 Ask questions that assist the learner in identifying future ACTION in Y
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? Y Leaner
(verbally encouraged learner to practice) demonstrated skills
on her own

Modeling/Demonstrating/Direct Teaching

7.1 Create opportunities for the learner to observe the coach and/or others N
model the targeted skill? Behaviors include:

- modeling with intention: coach informs learner on what to watch for

- modeling with narrative: coach narrates what he or she is doing for the
learner

- modeling with reflection: coach asks learner for his or her perspective on
what was modeled or demonstrated

7.2 Intentionally scaffold the learner’s knowledge or capacity for skill mastery? N
(e.g., providing print, verbal, visual, and video information matched to their
learning preferences on “how to” and “why”; providing content about specific
strategies, about child development, and about how to embed intervention
into routines; may be a brief verbal explanation followed by a demonstration;

Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: 2

mgatmait@kent.edu / Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu
print materials and video may also be used.)

Feedback

8.1 Allow the learner to reflect first on his or her performance before Y
providing feedback?

8.2 Provide feedback that is concise? Y

8.3 Provide feedback that is specific? Y

8.4 Provide feedback that is descriptive? Y

8.5 Provide feedback that is directed toward changeable behaviors? Y

8.6 Check for the learner’s understanding? Y

8.7 Verbally acknowledge the learner’s successes? Y

8.8 Provide and/or promote access to new information and resources for N
further learning?

Transfer of Knowledge

9.1 Was there an evidence-based practice (EBP) discussed with and N

demonstrated with the learner using an individualized, learner-centered and
contextualized approach? Behaviors to consider:

- 9.11 coach asked what learner already knows or is already doing in

relation to EBP
- 9.12 coach built on or expanded upon learner’s 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 from the coach to the learner? Y/N
Behaviors to consider:

- 9.21 coach invited the learner to demonstrate what he or she is

currently doing in relation to EBP
- 9.22 coach invited the learner to try a new skill that expands upon the
learner’s 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

Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: 3

mgatmait@kent.edu / Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu
 activities, routines, people, materials, prompts)

Did the learner… Y/N Comments

Goal Setting

10.1 Share information about family priorities and desired goals for the Y
child/family?

10.2 Share what s/he has tried or accomplished between coaching Y

conversations?

10.3 Identify what s/he wants to try or accomplish between coaching N

conversations and when the next conversation will be scheduled?

Observation

11.1 Observe own behavior on a video-recording (as applicable) to assist in Y

reflection on fidelity of evidence-based practices in their natural
environments?

11.2 Observe the coach modeling or demonstrating a new skill? N

Action/Practice

12.1 Try new ideas or actions related to the child, caregiver, or environmental Y
arrangement that were either previously discussed or planned with the
coach?

Guided Reflection & Problem Solving

13.1 Determine what worked or did not work and why during the observation Y
and/or action?

13.2 Generating alternatives, ideas for how to enhance the use of the practice Y
or strategy and how to generalize the strategy to new, relevant situations,
with support from the coach?

13.3 Jointly determine next steps for future implementation? N

Feedback

14.1 Provide feedback to coach about coaching interaction or intervention? N

14.2 Ask any unanswered questions or raise concerns? N

14.3 Confirm understanding of next steps? Y

Transfer of Learning

15.1 Was there evidence of transfer of learning from the coach to the learner? Y

Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: 4

mgatmait@kent.edu / Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu
Behaviors to consider:

- 15.11 learner demonstrated what he or she is currently doing in

relation to EBP
- 15.12 learner tried a new skill that expands upon his or her current
knowledge/skills
- 15.13 learner was provided repeated opportunities to practice the
new skill with support from coach
- 15.14 learner received performance-specific 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,
materials, prompts)

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

What was your PLAN?

What did you SEE/OBSERVE in your interaction?

What did you LIKE?

What would you ADD?

What would you CHANGE?

Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: 5

mgatmait@kent.edu / Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu
What is your next PLAN for continued learning? (also include timeline for accomplishing goals/plan)

Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: 6

mgatmait@kent.edu / Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu