Coaching Fidelity Checklist

Kent State University Early Intervention Program

Coach: Colleen Douglas Date: 4.2.17

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/N Comments

Questioning
1.1 Ask questions that seek information from the learner? Y I was able to ask
(e.g. ask about priorities and goals for child/family, current mom how she was
practices or strategies being used) using the strategies
before providing
her with another
strategy
1.2 Ask questions that elicit the learners perspective? N
1.3 Ask questions that confirm or clarify information to obtain Y I asked mom if she
shared understanding and clarity? understood the new
strategy after I had
presented modeling
and expanding to
her.
1.4 Ask probing questions that assist the learner in N
examining his or her own knowledge and/or skills?
1.5 Ask questions that facilitate vision and create challenge? Y I walked mom
through the
Routines Based
interview in order
to determine the
plan to use the
strategies
Active Listening
2.1 Elicit the learners perspective? N I asked mom when
she could use the
Modeling and
 expanding strategy
throughout the
week in her daily
routines (after
coaching session)
2.2 Demonstrate appreciation for the learners perspective? N I was able to
(e.g., verbally affirming or acknowledging what the learners encourage mom
shared) and say that she
was implementing
the strategies in a
natural way across
routines
(after session)
2.3 Use reframing to give the learner another perspective on N
his/her wants and concerns?
2.4 Summarize, paraphrase, and restate to reflect back what N
the learner has said for clarity and understanding?
2.5 Shift coaching behaviors as needed in the moment based N
on learners needs?
Goal Setting
3.1 Identify with the learner the targeted skills based on Y Yes I targeted
family priorities? communication
skills which mom
indicated as a goal
3.2 Identify with the learner a timeline for the coaching Y I told mom we
process? would work on
modeling and
expanding, and
focus on
implementing the
strategies
throughout all their
routines
3.3 Develop with the learner a plan for action to achieve Y Mom will use time
targeted skills? (i.e., who will do what by when) delay, EA, and
responsive
interaction, and
modeling/
expnading and the
signs during the
next week
throughout routines
3.4 Review previous goals, if applicable? N We reviewed EA,
time delay,
responsive
interaction
Observation
4.1 Observe the learner demonstrate knowledge or the N
targeted skill?
Guided Reflection & Problem Solving
5.1 Ask questions that promote learners AWARENESS? N
5.2 Ask questions that promote learners ANALYSIS? N
5.3 Ask questions that assist the learner in identifying Y I ask mom the
ALTERNATIVES? different ways she
could implement
the strategies
5.4 Ask questions that assist the learner in identifying future Y We talked about
ACTION in relation to fidelity of implementation of evidence- using these
based practices and natural environments? strategies
throughout
different routines in
the day
Prompting
6.1 Provide the opportunity for the learner to practice the N
targeted skill? (verbally encouraged learner to practice)
Modeling/Demonstrating/Direct Teaching
7.1 Create opportunities for the learner to observe the coach Y I asked mom to
and/or others model the targeted skill? Behaviors to consider: look for sign
- modeling with intention: coach informs learner on what to approximations and
watch for vocalization from R.
- 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 demonstrate
7.2 Intentionally scaffold the learners knowledge or capacity Y I provided mom
for skill mastery? (e.g., providing print, verbal, visual, and with a 1 sheet
video information matched to their learning preferences on handout about the
how to and why; providing content about specific strategies that
strategies, about child development, and about how to provide a definition
embed intervention into routines; may be a brief verbal and examples of
explanation followed by a demonstration; print materials and how to implement.
video may also be used.)
Feedback
8.1 Allow the learner to reflect first on his or her performance N
before providing feedback?

8.2 Provide feedback that is concise? Y I Was able to

provide mom
detailed
information about
how to use the
strategies
8.3 Provide feedback that is specific? N Above answer
8.4 Provide feedback that is descriptive? Y Above answer
8.5 Provide feedback that is directed toward changeable Y I provided mom
behaviors? information about
how the strategies
will affect behavior
8.6 Check for the learners understanding? Y I made sure mom
knew what I was
asking for by asking
her does that
make sense
8.7 Verbally acknowledge the learners successes? Y I agreed with mom
that she had good
ideas about using
the strategies
throughout the
routines.
8.8 Provide and/or promote access to new information and Y I provided mom
resources for further learning? with a handout on
modeling and
expanding.
Transfer of Knowledge

9.1 Was there an evidence-based practice (EBP) discussed Y The strategies I

with and demonstrated with the learner using an provided mom
individualized, learner-centered and contextualized where evidence
approach? Behaviors to consider: based.
- 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 from the coach Y I encouraged mom
to the learner? Behaviors to consider: to use the
- 9.21 coach invited the learner to demonstrate what he strategies I
or she is currently doing in relation to EBP provided her during
- 9.22 coach invited the learner to try a new skill that a play, mealtime,
expands upon the learners current knowledge/skills
and bath time
- 9.23 coach provided repeated opportunities for learner
to practice the new skill with support routine and
- 9.24 coach provided performance-specific feedback to routines she felt
learner in real-time necessary
- 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 the two
between coaching conversations? signs went (More, all done)
and how time delay and EA
and responsive interaction
went and she said that is
what going well and that
she was willing to take on
some more signs
10.3 Identify what s/he wants to try or accomplish Y Mom said she will be trying
between coaching conversations and when the next the strategy provided and
conversation will be scheduled? the signs she was given.
Observation
11.1 Observe own behavior on a video-recording (as Y I was able to coach mom in
applicable) to assist in reflection on fidelity of a natural environment to
evidence-based practices in their natural encourage her to get in Rs
environments? world of play
11.2 Observe the coach modeling or demonstrating a N
new skill?
Action/Practice
12.1 Try new ideas or actions related to the child, Y Mom continues to arrange
caregiver, or environmental arrangement that were the environment to
either previously discussed or planned with the encourage vocalizations
coach? and gestures from R
Guided Reflection & Problem Solving
13.1 Determine what worked or did not work and Y Mom understood how to
why during the observation and/or action? match his turn.
13.2 Generating alternatives, ideas for how to Y Mom and I talked about
enhance the use of the practice or strategy and how how she could use this
to generalize the strategy to new, relevant situations, strategy throughout daily
with support from the coach? routines
13.3 Jointly determine next steps for future N
implementation?
Feedback
14.1 Provide feedback to coach about coaching N
interaction or intervention?
14.2 Ask any unanswered questions or raise N Mom didnt have Many
concerns? questions
14.3 Confirm understanding of next steps? N Mom and I discussed
reviewing expansion a little
more next week
(after the session)
Transfer of Knowledge
15.1 Was there evidence of transfer of learning from Y Mom was able to try the
the coach to the learner? Behaviors to consider: new skills in multiple
- 15.11 learner demonstrated what he or she is routines and was excited to
currently doing in relation to EBP use it more throughout the
- 15.12 learner tried a new skill that expands day.
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, settings, materials, prompts)

Other comments:

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

What did you SEE/OBSERVE in your interaction?

I observed mom feeling more comfortable with the strategies and trying to implement
them across routines. She said he was producing more vocalizations and understanding
the sign for all done when mom asked that when he finished eating. When mom
modeled the sign for all done and paired the word with it, R shook his head no and push
the food away.

What did you LIKE?

I liked that mom was able to give my feedback that she was understanding the
strategies and how she used them throughout the day, as well as describing how R is
responding more.

What would you ADD?

I would like to add to this session by having mom try the strategy during the coaching
session so I can walk her through it and give her feedback.

What would you CHANGE?

I would change how I quickly skim through the information sheet and start showing
mom those examples on the sheets for her. I

Next session I will ask mom how she thinks modeling and expansion went and when
she used it. Then I will briefly review the strategies and mainly focus on expansion,
since I felt it was a little rushed last time. Then Ill ask mom when she plans to
implement it during her daily routines, and then Ill ask if she is interested in more
signs to add to her resource binder.