Coaching Fidelity Checklist

Kent State University Early Intervention Program

Coach: Samantha Rini EI Provider: Heather Date: 3/29/19

The Coaching Fidelity Checklist is based on various professional literature on coaching (Colorado Coaching
Consortium, 2009; Dunne & Villani, 2007; Friedman, Woods, & Salisbury, 2012; Hanft, Rush, & Shelden,
2005; Leat et al., 2006; Moore & Harjusola-Webb, 2013; NAEYC/NACCRRA, 2011) and performance
feedback (Friend & Cook, 2010). 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 N
priorities and goals for child/family, current practices or strategies being
used)

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

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

understanding and clarity?

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

1.5 Ask questions that facilitate vision and create challenge? N

Active Listening

2.1 Elicit the learner’s perspective? N

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 N
and concerns?

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

2.5 Shift coaching behaviors as needed in the moment based on learner’s Y Mom does well with
needs? learning in the
moment so this
session was purely
play to practice

Goal Setting

1
Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: mgatmait@kent.edu /
Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu
 3.1 Identify with the learner the targeted skills? N

3.2 Identify with the learner a timeline for the coaching process? N

3.3 Develop with the learner a plan for action to achieve targeted skills? N

3.4 Review previous goals, if applicable? N

Observation

4.1 Observe the learner demonstrate knowledge or the targeted skill? Y I watched mom
increase her natural
use of skills

Guided Reflection & Problem Solving

5.1 Ask questions that promote learner’s AWARENESS? N

5.2 Ask questions that promote learner’s ANALYSIS? N

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

5.4 Ask questions that assist the learner in identifying future ACTION in N
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 Mom had most of
(verbally encouraged learner to practice) the interaction this
visit

Modeling/Demonstrating/Direct Teaching

7.1 Create opportunities for the learner to observe the coach and/or others Y
model the targeted skill?

7.2 Intentionally scaffold the learner’s knowledge or capacity for skill N

mastery? (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; print materials and video may also be used.)

Feedback

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

8.2 Provide feedback that is concise? N

8.3 Provide feedback that is specific? N

2
Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: mgatmait@kent.edu /
Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu
 8.4 Provide feedback that is descriptive? N

8.5 Provide feedback that is directed toward changeable behaviors? N

8.6 Check for the learner’s understanding? N

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 Y I believe the
demonstrated with the learner using an individualized, learner-centered and knowledge was
contextualized approach? Behaviors to consider: transferred because I
- 9.11 coach asked what learner already knows or is already doing in saw mom use the
relation to EBP strategies
- 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
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

Did the learner… Y/N Comments

Goal Setting

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

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

conversations?

3
Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: mgatmait@kent.edu /
Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu
 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 to assist in reflection on Y We did not watch
fidelity of evidence-based practices and natural environments? together but mom
still has baseline
videos

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 Taking cup away
environmental arrangement that were either previously discussed or planned and saying all done
with the coach? Y

Guided Reflection & Problem Solving

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

13.2 Generating alternatives, ideas for how to enhance the use of the practice N
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, any unanswered questions or concerns? Y Mom’s feedback is

positive with his
improvement. She
had concerns about
throwing so that was
addressed

14.2 Ask any unanswered questions or raise concerns? N

14.3 Confirm understanding of next steps? N

Transfer of Learning

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

4
Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: mgatmait@kent.edu /
Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu
 - 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

Other comments:

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

What was your PLAN?

The plan for this visit was to mostly observe and fine tune the strategies as needed. Mom had been doing well
with the strategies so I really wanted mom to just play throughout the session and see what happens. We have
been seeing improvement on both ends so I wanted to have a session of just practice with no new materials.

What did you SEE/OBSERVE in your interaction?

I observed mom model window, no no which tells him what the object is and that it is not allowed. Mom got
the ball from behind the couch and said ball? Mom did “say thank you” He did clap clap for everyone to join.
He threw his cup and mom took it away and said “all done” and he imitated all done.

What did you LIKE?

I liked giving mom a day to just do the strategies with us there for support. I felt mom was understanding
enough that having some time just to do them without constantly coaching was beneficial

What would you ADD?

I would add more reflection. I still have not given mom opportunities to share her thoughts and feelings. I want
to know how mom feels about the strategies and their use in their daily lives.

What would you CHANGE?

5
Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: mgatmait@kent.edu /
Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu
With this visit I would change for us to have more conversation. With the plan being to only practice and no
new coaching I think that made me slip up on asking questions.

What is your next PLAN for continued learning? (also include timeline for accomplishing goals/plan)

My plan for next time is to find out how mom is feeling. I want to know If she has enjoyed doing the strategies
and if she feels they have been helpful. We told her we have seen improvement but I want to know her
perspective.

6
Project Director: Sanna Harjusola-Webb: shwebb@kent.edu / University Supervisors/Coaches: Michelle Gatmaitan: mgatmait@kent.edu /
Ashley Lyons: anlyons@kent.edu / Kimberly Travers: ktraver2@kent.edu