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? 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? N I asked mom if she
had heard of
matched turns or
getting into your
childs world before
(before the
coaching session)
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
responsive
interaction 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? N
Active Listening
2.1 Elicit the learners perspective? N I asked mom when
she could use the
responsive
interaction strategy
throughout the
week in her daily
 routines (after
coaching session)
2.2 Demonstrate appreciation for the learners perspective? Y 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
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 asked mom if R
the learner has said for clarity and understanding? was making more
vocalizations and
gestures with the
use of both time
delay and EA
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
responsive
interaction then
move into modeling
and expanding
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 the
signs during the
next week
throughout routines
3.4 Review previous goals, if applicable? N We reviewed EA
and time delay
before going into
responsive
interaction
strategies
Observation
4.1 Observe the learner demonstrate knowledge or the Y I observed mom
targeted skill? try the new
strategy within the
 coaching session

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 N
ALTERNATIVES?
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
(after coaching
video)
Prompting
6.1 Provide the opportunity for the learner to practice the Y I encouraged mom
targeted skill? (verbally encouraged learner to practice) to try the strategy
within the coaching
session
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.)
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 as to
what she was doing
 well
(after coaching
session)
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 told mom she did
well and
implemented the
strategies with R
8.8 Provide and/or promote access to new information and Y I provided mom
resources for further learning? extra signs when
she was wondering
about the sign for
eating
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, 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
- 9.24 coach provided performance-specific feedback to
learner in real-time Ii was able to see
- 9.25 coach invited the learner to demonstrate mom implement
independent implementation of EBP or relevant the strategies right
components of EBP within the setting in which the
 skill/s were taught after I had reviewed
- 9.26 coach invited the learner to demonstrate responsive
independent implementation of EBP or relevant interaction with her
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
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 Y I was able to model the
new skill? signs for mom (eat, play,
sleep, drink, water and
milk)
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 N After the coaching session
enhance the use of the practice or strategy and how mom and I talked about
to generalize the strategy to new, relevant situations, how she could use this
with support from the coach? strategy throughout daily
routines
13.3 Jointly determine next steps for future Y I discussed with mom that
implementation? next session we would be
 going over Modeling and
expanding 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 N
concerns?
14.3 Confirm understanding of next steps? Y We talked about the next
step which is modeling and
expanding and a little about
what it looks like
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
I was able to provide mom
- 15.13 learner was provided repeated
opportunities to practice the new skill with feedback when she was
support from coach able to use responsive
- 15.14 learner received performance-specific interactions during the
feedback from coach in real-time and provided coaching session
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. Mom was even noticing R following more directions, responding to
no, and imitating her routine for bath time. Mom felt good and even wanted more
signs to work on.
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. She said that withholding an
object would encourage R to communicate with her and giving him that little bit of time
allowed her to see more communication

What would you ADD?

I would add more examples for mom of how to incorporate the strategies into routines
in a natural way. I also would like to continue having mom try the strategy during the
coaching session so I can walk her through it.

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 also want to make sure I make a plan
with mom on how to use these strategies throughout the week.

Next session I will ask mom how she thinks Responsive interaction went and when
she used it. Then I will introduce the new strategy for session (modeling and
expanding play and communication) and ask mom if she has heard of it or ever
used it before. Then Ill show mom a video of where she did modeling well and ask
her to continue doing it throughout routines. Then I will show mom how she can
expand that modeling and expand Rs vocalizations, gestures and play. 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.