Coaching Fidelity Checklist

Kent State University Early Intervention Program

Coach: Ashley Drungil Date: 4/12/17

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 Asks about how
(e.g. ask about priorities and goals for child/family, current the strategies
practices or strategies being used) have been going.
1.2 Ask questions that elicit the learners perspective? Y
1.3 Ask questions that confirm or clarify information to obtain N
shared understanding and clarity?
1.4 Ask probing questions that assist the learner in Y Ask about the
examining his or her own knowledge and/or skills? times of day mom
is already using
the strategy.
1.5 Ask questions that facilitate vision and create challenge? N
Active Listening
2.1 Elicit the learners perspective? Y
2.2 Demonstrate appreciation for the learners perspective? Y Ok, yeah,
(e.g., verbally affirming or acknowledging what the learners eye contact,
shared) nodding head.
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 Restate what
the learner has said for clarity and understanding? mom says as a
question to make
sure I understood
correctly.
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 N
family priorities?
3.2 Identify with the learner a timeline for the coaching Y Not in video- I
process? talked to mom
about how we
would discuss
how things went
next visit.
3.3 Develop with the learner a plan for action to achieve N
targeted skills? (i.e., who will do what by when)
3.4 Review previous goals, if applicable? N
Observation
4.1 Observe the learner demonstrate knowledge or the Y
targeted skill?
Guided Reflection & Problem Solving
5.1 Ask questions that promote learners AWARENESS? Y Asked when
throughout the
day strategies
work best.
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 N
ACTION in relation to fidelity of implementation of evidence-
based practices and natural environments?
Prompting
6.1 Provide the opportunity for the learner to practice the Y
targeted skill? (verbally encouraged learner to practice)
Modeling/Demonstrating/Direct Teaching
7.1 Create opportunities for the learner to observe the coach Y Throughout
and/or others model the targeted skill? Behaviors to consider: interactions with
- modeling with intention: coach informs learner on what to the twins I
watch for demonstrated
- modeling with narrative: coach narrates what he or she is some of the
doing for the learner strategies.
- 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 Use a handout to
for skill mastery? (e.g., providing print, verbal, visual, and describe the
video information matched to their learning preferences on strategy, explain
how to and why; providing content about specific the why.
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 N *Add
before providing feedback?
8.2 Provide feedback that is concise? Y
8.3 Provide feedback that is specific? Y I like the way
you
8.4 Provide feedback that is descriptive? Y Described what I
liked about the
way she used
time delay.
8.5 Provide feedback that is directed toward changeable N I did not include
behaviors? ways for mom to
better her use of
strategies.
8.6 Check for the learners understanding? Y Asked if mom had
any questions.
8.7 Verbally acknowledge the learners successes? Y I told her she is
doing really well
with using the
strategies.
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 Asked how she is
with and demonstrated with the learner using an already using
individualized, learner-centered and contextualized incidental
approach? Behaviors to consider: teaching. Mom
- 9.11 coach asked what learner already knows or is said it is helpful
already doing in relation to EBP to put a name to
- 9.12 coach built on or expanded upon learners the things she
knowledge and skills in relation to EBP
does.
- 9.13 coach demonstrated fidelity of implementation of
EBP

9.2 Was there evidence of transfer of learning from the coach Y Mom
to the learner? Behaviors to consider: demonstrated
- 9.21 coach invited the learner to demonstrate what he the strategy. I
or she is currently doing in relation to EBP gave mom
- 9.22 coach invited the learner to try a new skill that feedback on the
expands upon the learners current knowledge/skills
things that she is
- 9.23 coach provided repeated opportunities for learner
to practice the new skill with support doing well.
- 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
activities, routines, people, settings, materials,
prompts)

Did the learner Y/N Comments

Goal Setting
10.1 Share information about family priorities and desired N
goals for the child/family?
10.2 Share what s/he has tried or accomplished between Y Used the first 2
coaching conversations? strategies with 1
child using song-
responded well.
1 child responds
better to time
delay than the
other.
10.3 Identify what s/he wants to try or accomplish between N
coaching conversations and when the next conversation will
be scheduled?
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 new Y
skill?
Action/Practice
12.1 Try new ideas or actions related to the child, caregiver, Y
or environmental 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 Y Talked about
the observation and/or action? what has been
working/not
working in the
past week.
13.2 Generating alternatives, ideas for how to enhance the N
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 implementation? N
Feedback
14.1 Provide feedback to coach about coaching interaction or N
intervention?
14.2 Ask any unanswered questions or raise concerns? N
14.3 Confirm understanding of next steps? Y
Transfer of Knowledge
15.1 Was there evidence of transfer of learning from the Y Mom used some
coach to the learner? Behaviors to consider: of the strategies
- 15.11 learner demonstrated what he or she is I have discussed
currently doing in relation to EBP with her
- 15.12 learner tried a new skill that expands upon his throughout the
or her current knowledge/skills
session.
- 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?

-Myself, mom, and the DS all sat on the floor and observed the girls playing as we
talked.
-I asked mom how the girls have been doing/ how using the strategies has gone.
-Reviewed time delay and added incidental teaching.
-Mom demonstrated use of the strategies.
-Gave mom feedback on what went well.

What did you LIKE?

-I like how I also asked about dad using the strategies and how they have been going
when he uses them.
-Mom did well using time delay, I was happy to see this because mom was not sure how
to girls would respond to it.
-I like that mom said that it is easy to implement the strategies throughout their
routines.
-Before moms demonstration, I reviewed the 4 strategies that we have discussed.
-I restated some of the things that mom said to make sure that I understood correctly.
-I asked if that is how time delay typically looks.
-Feedback to mom is specific- I like how you

What would you ADD?

-Have mom reflect on how things went during the interaction before I provide feedback.
-I would add a video example of incidental teaching to help explain it even more to
mom.
-Add more feedback given to mom about mays to improve.
-Add a video of her using the strategy previously.
-Ask more about what it looks like when mom is modeling using songs for Child A.
-Determine together and more specifically what to work on between visits.

What would you CHANGE?

-Ask mom more in detail what it will look like to use these strategies during play.
-Change some of the questions I ask into more open-ended questions.
-Change the example I read to mom on incidental teaching to make it more relatable to
their family.