Coaching Fidelity Checklist

Kent State University Early Intervention Program

Coach: Colleen Douglas Date: 2.21.17

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? N
(e.g. ask about priorities and goals for child/family, current
practices or strategies being used)
1.2 Ask questions that elicit the learners perspective? Y I asked mom If
the information
made sense to
her near the end
of the coaching
session
1.3 Ask questions that confirm or clarify information to obtain Y I made sure mom
shared understanding and clarity? understood the
strategies I
provided 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? N
Active Listening
2.1 Elicit the learners perspective? N
2.2 Demonstrate appreciation for the learners perspective? Y I agreed with mom
(e.g., verbally affirming or acknowledging what the learners when she said she
shared) could remove some
items to encourage
R to communicate
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 Y I restated how mom
the learner has said for clarity and understanding? could remove items
to encourage
communication
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 showed mom how
process? each week would
go.
3.3 Develop with the learner a plan for action to achieve Y Yes, Mom will use
targeted skills? (i.e., who will do what by when) EA and two signs
during this week
3.4 Review previous goals, if applicable? N This was our first
intervention session
Observation
4.1 Observe the learner demonstrate knowledge or the N After being
targeted skill? coached mom was
able to implement
the strategies
(observed after
coaching)
Guided Reflection & Problem Solving
5.1 Ask questions that promote learners AWARENESS? Y About limiting the
number of toys
5.2 Ask questions that promote learners ANALYSIS? N
5.3 Ask questions that assist the learner in identifying Y Limiting the
ALTERNATIVES? number of toys
5.4 Ask questions that assist the learner in identifying future N 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
(after coaching
video)
Prompting
6.1 Provide the opportunity for the learner to practice the N After the coaching
targeted skill? (verbally encouraged learner to practice) session mom was
prompted to use
the strategies
during play and
mealtime.
(after coaching)
 Modeling/Demonstrating/Direct Teaching
7.1 Create opportunities for the learner to observe the coach Y I modeled the signs
and/or others model the targeted skill? Behaviors to consider: for mom both
- modeling with intention: coach informs learner on what to More and all
watch for done
- modeling with narrative: coach narrates what he or she is I asked mom to
doing for the learner look for sign
- modeling with reflection: coach asks learner for his or her approximations
perspective on what was modeled or demonstrate from R.
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.) The second
handout I gave
mom was two signs
to implement this
week.
Feedback
8.1 Allow the learner to reflect first on his or her performance N I allowed mom to
before providing feedback? tell me how she felt
the intervention
went
(after coaching
session)
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 I told mom how to
use the strategies
when she was a
little unsure
(after coaching
session)
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? N I told mom she did
well and
implemented the
strategies in the
routine
(after coaching
session)
8.8 Provide and/or promote access to new information and N
resources for further learning?
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. And I
- 9.11 coach asked what learner already knows or is showed her my
already doing in relation to EBP research.
- 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 and
expands upon the learners current knowledge/skills
mealtime routine
- 9.23 coach provided repeated opportunities for learner
to practice the new skill with support
- 9.24 coach provided performance-specific feedback to I was able to tell
learner in real-time mom that she was
- 9.25 coach invited the learner to demonstrate doing well
independent implementation of EBP or relevant implementing the
components of EBP within the setting in which the strategies
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 N
between coaching conversations?
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 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 able to
why during the observation and/or action? implement the strategy but
was a little confused how to
use this strategies with in
play
13.2 Generating alternatives, ideas for how to
enhance the use of the practice 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 Y I discussed with mom that
implementation? next session we would be
going over time delay which
is another step in Enhanced
Milieu teaching
Feedback
14.1 Provide feedback to coach about coaching N
interaction or intervention?
14.2 Ask any unanswered questions or raise Y Mom was unsure if she was
concerns? implementing the strategy
appropriately
14.3 Confirm understanding of next steps? N
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 skill in two routines
- 15.11 learner demonstrated what he or she is and was excited to use it
currently doing in relation to EBP more throughout the day.
- 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, 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 nervous and was jumbling some words, yet I was able to get my
point across and mom understood the strategy and the two signs provided. Although
mom understood the strategies she struggled implementing them and I encouraged her
to use it throughout her natural play.

What did you LIKE?

I liked that mom was able to give my feedback that she was understanding the strategy.
She said that withholding an object would encourage R to communicate with her.

Mom was also willing to clean up extra toys and place only favorable toys out of reach
to encourage communication.

What would you ADD?

I would add some examples of how to incorporate the strategies into routines in a
natural way. Mom was a little confused when she first tried the strategy and didnt know
how much withholding of toys she should do. So I was able to coach her during the
interactions, yet I will provide mom more information in order to make the strategies
natural in the routines.
What would you CHANGE?

I would change how I presented the information to mom, I feel I was throwing
information at mom rather than giving her opportunities to talk. I want to make
these sessions more of a conversation based coaching session rather than just
throwing information at mom.

Next session I will ask mom how she thinks the first strategy went and when she
used it. Then I will introduce the new strategy for session two and ask mom if she
has heard of it or ever used it before. Then Ill show mom a video of where she did it
well and ask her to continue doing it throughout routines. 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.