Coaching Fidelity Checklist

Kent State University Early Intervention Program

Coach: Ashley Drungil Date: 4-5-17

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 How are you
(e.g. ask about priorities and goals for child/family, current already using
practices or strategies being used) time delay?
1.2 Ask questions that elicit the learners perspective? Y Asks questions
about how mom
feels and what
she already
knows/does.
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 What do you
examining his or her own knowledge and/or skills? know about time
delay or what it
might mean?
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 Head nodding,
(e.g., verbally affirming or acknowledging what the learners eye contact,
shared) saying ok.
Repeating back
what mom says.
2.3 Use reframing to give the learner another perspective on Y Reframed her
his/her wants and concerns? concern of not
wanting to wait
too long because
 they lose interest
fast.
2.4 Summarize, paraphrase, and restate to reflect back what Y Reflected on
the learner has said for clarity and understanding? them being
receptive to the
strategies some
days more than
others.
2.5 Shift coaching behaviors as needed in the moment based Y With moms
on learners needs? wariness about
using the
strategy, I tried
to be
understanding,
while also trying
to explain its
importance.
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 N
process?
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? Y Went over
previous
strategies.
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 if she
thought she
would be able to
incorporate this
new strategy into
their day.
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 Could have asked
ACTION in relation to fidelity of implementation of evidence- what activity or
based practices and natural environments? routine she
thinks this
strategy would
work well with.
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 N I did not
and/or others model the targeted skill? Behaviors to consider: demonstrate, but
- modeling with intention: coach informs learner on what to the video gave
watch for mom a good
- modeling with narrative: coach narrates what he or she is example.
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 used print,
for skill mastery? (e.g., providing print, verbal, visual, and video, and verbal
video information matched to their learning preferences on explanations. I
how to and why; providing content about specific also included the
strategies, about child development, and about how to why on the
embed intervention into routines; may be a brief verbal handout for
explanation followed by a demonstration; print materials and mom.
video may also be used.)
Feedback
8.1 Allow the learner to reflect first on his or her performance N Could ask how
before providing feedback? do you feel that
went?
8.2 Provide feedback that is concise? Y Told mom that I
noticed she
added a few
more seconds to
her timing.
8.3 Provide feedback that is specific? Y Discussed with
mom following
their lead to use
these strategies.
8.4 Provide feedback that is descriptive? N Could have been
more descriptive
of the positive
feedback.
8.5 Provide feedback that is directed toward changeable Y
behaviors?
8.6 Check for the learners understanding? Y Asks if she has
any questions.
8.7 Verbally acknowledge the learners successes? Y Told her that I
think she is doing
a good job with
the strategies.
8.8 Provide and/or promote access to new information and N Sent mom links
resources for further learning? to the videos I
show her.
 Transfer of Knowledge
9.1 Was there an evidence-based practice (EBP) discussed Y Asked what she
with and demonstrated with the learner using an already is doing
individualized, learner-centered and contextualized and built upon
approach? Behaviors to consider: this knowledge.
- 9.11 coach asked what learner already knows or is Need to improve
already doing in relation to EBP on myself doing a
- 9.12 coach built on or expanded upon learners demonstration.
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 Not many
to the learner? Behaviors to consider: opportunities
- 9.21 coach invited the learner to demonstrate what he because the
or she is currently doing in relation to EBP children were not
- 9.22 coach invited the learner to try a new skill that engaged.
expands upon the learners 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 (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 Shared her
coaching conversations? experience with
working on
previous
strategies.
10.3 Identify what s/he wants to try or accomplish between Y Talked about
coaching conversations and when the next conversation will having the video
be scheduled? examples I show
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 N
skill?
Action/Practice
12.1 Try new ideas or actions related to the child, caregiver, Y Used previous
or environmental arrangement that were either previously strategies.
discussed or planned with the coach?
Guided Reflection & Problem Solving
13.1 Determine what worked or did not work and why during Y Found it difficult
the observation and/or action? to engage the
girls.
13.2 Generating alternatives, ideas for how to enhance the N *Include in add
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 Knows to
continue to work
on previous
strategies and
add the new one
in. Will meet next
week to review
and go add
another.
Transfer of Knowledge
15.1 Was there evidence of transfer of learning from the Y Mom tried using
coach to the learner? Behaviors to consider: the new strategy,
- 15.11 learner demonstrated what he or she is but the children
currently doing in relation to EBP were not
- 15.12 learner tried a new skill that expands upon his engaged when
or her current knowledge/skills
she was
- 15.13 learner was provided repeated opportunities to
practice the new skill with support from coach attempting to
- 15.14 learner received performance-specific feedback interact with
from coach in real-time and provided feedback to them. I
coach encouraged mom
- 15.15 learner demonstrated independent to follow their
implementation of EBP or relevant components of EBP lead when using
within the setting in which the skill/s were taught
these strategies.
- 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?

-Mom and I discussed the previous strategies and added time delay.
-We also observed the girls playing as we talked.
-Felt more natural to sit on the floor with mom and the girls.
-Mom pointed out the awkward silence of using time delay when I asked what she
already knew about it. She seemed more reluctant about this strategy because of the
girls short attention spans.
-Although, she also mentioned the importance of giving the girls time to imitate/answer
before modeling the behavior for them.
- I gave mom the hand out and she spent time reading it.

What did you LIKE?

-I like that I asked what times of day the strategies work better during.
-I asked what she already does related to time delay and what she already knows about
it.
-Mom said dad saw the handout given previously and was using the strategies.
-Mom said that the strategies were easy to use throughout their daily routines/what
they already are doing.
-Mom said she has noticed an increase in word use, especially with Child B.
-Again, mom responded well to the video example and said that she would like me to
start sending them to her to show dad.
-I asked more questions in general during this session.

What would you ADD?

-Ask mom what it would look like to incorporate model and mand-model into
movements or other times of the day when Child A is more engaged.
-Ask mom more about what it looked like to use the previous strategies.
-Need to add myself demonstrating the strategy after my explanation, but before mom
demonstrates. This may also encourage mom to follow their lead if she sees what it
looks like.
-Ask more specifically about when throughout their routines mom can use time delay.
-Next time we meet I could add a short video of her using time delay to show that she
can use it.
-Add more description to feedback.
-Find out what it looked like when dad used the strategies.

What would you CHANGE?

-I gave mom the handout before I explained it. It worked better when I first explained
the handout, then gave it to her.
-Change the do you think close-ended questions to more open-ended question.