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Coaching in Early Intervention Topic Page

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Coaching in Early Intervention Topic Page

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For more information on how to use coaching in your work, check out the resources you’ll find under this topic.

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Virginia Specific Information
Coaching in Early Intervention - Introductory Presentation
This presentation was developed by coaching leaders in the Valley region of Virginia and is now available for others to use with EI practitioners. It was designed to provide an introductory level training (4 hours) to EI practitioners about coaching practices. Special thanks to the Valley region for sharing this resource!

This document provides information about what each of the five coaching characteristics (i.e., joint plan, observation, action/practice, reflection, feedback) look like or does not look like in practice. This resource can assist practitioners, supervisors, and fidelity observers in developing consistent coaching practices.

Handouts and Documents

Virginia Documents

Child Care and Early Intervention Information Package
Infant & Toddler Connection of Virginia
This package can be used to facilitate strong partnerships between service coordinators, service providers, and child care providers. The package includes information to orient the director and child care providers to how EI works, how we collaborate in the child care setting, and their role in EI. Handouts are included for gathering information from the child care provider, summarizing EI visits and joint planning, and facilitating communication between EI service providers, child care providers, and the child's family. The package can be accessed as a complete pdf with all components included or by clicking the links below for individual documents.

Coaching Families during Service Coordination: A Practice Guide
VA's Integrated Training Collaborative
Partnership for People with Disabilities at VCU

This practice guide describes nine coaching practices service coordinators can use to help families participate in the early intervention process, share information, access resources, and solve problems. To learn more, consider completing the online course, Yes, Service Coordinators Can Use Coaching!, which is available on the VA Early Intervention eLearning Center site (scroll down to find the course under Ongoing Professional Development Courses).

Ongoing Support for Coaching & Natural Learning Environment Practices: Guidance for Facilitating Reflection with Individuals and Groups
VA's Integrated Training Collaborative

This document provides guidance to master coaches, supervisors, and other coaching leaders who want to facilitate ongoing reflective practice groups in their programs. The guide includes instructions for using a worksheet for one-on-one reflection, as well as instructions, agenda, and hyperlinked resources for two options for facilitating group reflection. Before using this guide, it is recommended that facilitators review Facilitating Reflection: A Manual for Leaders and Educators (Reed & Koliba, 2003).

Quick Coaching Reference Guide
VA's Integrated Training Collaborative
Partnership for People with Disabilities at VCU

This guide provides guidance for early intervention practitioners about how to implement the five characteristics of the early childhood coaching approach.
Virginia's Coaching Facilitation Guide
This guide is designed to help master coaches, supervisors, local system managers, and other coaching leaders facilitate a book study or staff activities to support ongoing use of coaching practices. It is written to align with The Early Childhood Coaching Handbook (Rush & Shelden, 2011) and includes instructions, handouts, answer keys, and links for a wide variety of activities. For support with using the guide, please email Dana Childress at dcchildress@vcu.edu.

Other Handouts and Documents

A Guide to Effective Consultation in Settings Serving Infants, Toddlers, and Their Families (external website)

U.S. Department of Health and Human Services, Administration for Children and Families (ACF)
This guide defines core knowledge, competencies, and dispositions for consultants working with early care and education programs and diverse settings serving infants, toddlers, and their families. Settings include center-based child care, family child care, Early Head Start, family, friend, and neighbor care, Part C early intervention, home visiting, and early childhood mental health.

The "mission statement" reflects the broad over-arching purpose of family- centered early intervention services provided under Part C of IDEA. Principles are the foundations necessary to support the system of family- centered services and supports. Both the mission and principles were developed by the workgroup and reflect consensus opinion.

This handout was developed to help families understand coaching and what to expect on early intervention visits.
Coaching Quick Reference Guide & Framework for Reflective Questioning
This guide has been developed, with permission from the authors, from information in Rush and Shelden's The Early Childhood Coaching Handbook.

This document provides an overview of the intervention process used in the Distance Mentoring Model, which supports caregiver coaching practices as part of Family Guided Routines Based Intervention. The letters in the document title stand for: Setting the Stage, Observations and Opportunities to Embed, Problem Solving and Planning, and Reflection and Review. For more information and resources, visit the Caregiver Coaching page on the Family Guided Routines Based Intervention site.

This extensive list of reflection questions is categorized according to steps in the intervention process: Setting the Stage, Observations and Opportunities to Embed, Problem Solving and Planning, and Reflection and Review. For more information about this process, visit the Caregiver Coaching page on the Family Guided Routines Based Intervention site.

This conference handout includes information from a presentation at the 2012 Inclusion Institute which reviews the coaching interaction style and discusses how it fits with early intervention provided in child care settings. Checklists are also included that can be used by EI service providers and child care providers who engage in coaching. More information about these checklists can also be found below under under the Tools tab on this page.

Articles

BriefCASE - Coaching Quick Reference Guide (external website)

This BriefCASE outlines what an individual using a coaching interaction style and the person being coached (i.e., the learner) would each do in relation to the characteristics of the coaching process.

BriefCASE - Tips & Techniques for Effective Coaching Interactions (external website)

This article describes strategies to help practitioners use a coaching style of interaction.

CASEInPoint - Evidence-Based Definition of Coaching Practices (external website)

This article describes a definition for coaching based on research and the characteristics of coaching so that practitioners can understand how coaching can be used to build the capacity of parents and other colleagues.

CASEInPoint - Common Misperceptions about Coaching in Early Intervention (external website)

This article addresses 10 common misperceptions about using coaching, including the therapist's role with the child and family, use during a billable service, purpose of coaching, etc.

CASEtools-A Framework for Reflective Questioning When Using a Coaching Interaction Style (external website)

This CASEtool includes a description of the development and use of the Framework for Reflective Questioning. The framework is useful for assisting coaches in promoting reflection on the part of another person when using a capacity-building approach in early childhood intervention.

CASEtools-Coaching Practices Rating Scale for Assessing Adherence to Evidence-Based EC Intervention Practices (external websit)

This CASEtool includes a brief overview of coaching practices, a description of the Coaching Practices Rating Scale, and an explanation of how to use the scale to determine the extent to which a practitioner uses the characteristics of coaching as part of his or her work with a family member or in supporting a colleague.

Friedman, C., Woods, J., & Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers: Moving toward operational definitions. (external website, pdf) Infants & Young Children, 25, 62-82.

In this article, a set of definitions and examples of coaching practices are proposed that providers can use to identify specific practices they can use to support caregiver learning. Practices include: conversation/information sharing, observation, direct teaching, demonstration, guided practice with feedback, caregiver practice with feedback, joint interaction, and problem-solving/reflection.

This article focuses on how to get families engaged during intervention by communicating their enormous influence on their child's development. Strategies are provided for boosting family involvement during visits.

Kemp, P., & Turnbull, A. P. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. (external website, pdf) Infants & Young Children, 27(4), 305-324.

This article synthesizes intervention studies using coaching in early intervention and
describes findings that address coaching definitions and descriptions, characteristics of families and coaches, settings, contexts, dosage, and professional development, and child and family outcomes.

Salisbury, C., Woods, J., Synder, P., Moddelmog, K., Mawdsley, H., Romano, M., & Windsor, K. (2018). Caregiver and provider experiences with coaching and embedded intervention. (external website) Topics in Early Childhood Special Education, 38(1), 17-29.

This article reviews findings from two studies about the shared experiences of caregivers and service providers during home visits when the Embedded Practices and Intervention With Caregivers (EPIC) approach was used.

eLearning, Presentations, and Webinars

eLearning

This training module is designed to support service providers in delivering evidence-
based practices. This two-hour module revisits key information fundamental to the coaching approach for service delivery, providing you with the opportunity to observe each component through video demonstrations. You will be able to utilize a coaching fidelity checklist in realistic scenarios through guided practice activities.

When completing this module, Virginia practitioners should substitute the Coaching in Action Checklist in place of the Texas ECI Coaching Checklist. Review the Instructions for VA Early Intervention Practitioners for guidance on how to complete this module as a required part of training for "qualified fidelity observers" participating in Virginia's fidelity assessment process.

Yes, Service Coordinators Can Use Coaching!
VA's Integrated Training Collaborative
Partnership for People with Disabilities at VCU

This course is designed to educate service coordinators and supervisors on how to use coaching practices to help families participate in the early intervention process, share information, access resources, and solve problems. Learners will explore nine coaching practices, which are included in the Coaching during Service Coordination Fidelity Checklist. The implementation of these practices will be illustrated with family scenarios and learners will practice using the checklist while viewing video clips of service coordinators engaging parents. For additional information, read Coaching Families during Service Coordination: A Practice Guide, which is included in the course. To access the course, visit the the VA Early Intervention eLearning Center site and scroll down to find the title under Ongoing Professional Development Courses.

Webinars

This archived webinar introduces a new resource, Virginia's Coaching Facilitation Guide PDF. This 129-page resource is designed to help master coaches, program supervisors, and local system managers lead a book study using The Early Childhood Coaching Handbook (Rush & Shelden, 2011) and facilitate learning activities at staff meetings about using coaching with families. The guide includes detailed activities (instructions and handouts) that can be used to reinforce important coaching concepts. An implementation project was also discussed, which includes monthly online support for program leaders who are implementing the guide with their localities. Click the link above to visit the 2015 Talks on Tuesdays Archive and scroll down until you find the webinar.

This web discussion invited practitioners, supervisors, and local system managers to share their experiences with using the Coaching-in-Action Checklist as the fidelity observation tool. Discussion focused on how fidelity observation of coaching practices is currently working in local programs, how the tool is being used, positive experiences and challenges. Feedback was also invited regarding additional needs for support to ensure successful fidelity observation.

Tools

This CASEtool includes a description of the development and use of two Checklists for Providing/Receiving Early Intervention Supports in Child Care Settings. The checklists are based on the current evidence for use of natural learning environment practices and coaching as an interaction style for building the capacity of the child care provider to promote child learning and development.

This checklist can be used to determine if service coordinators are using nine coaching practices with fidelity while helping families participate in the early intervention process, share information, access resources, and solve problems. To learn more about these practices, consider reading Coaching Families during Service Coordination: A Practice Guide and completing the online course, Yes, Service Coordinators Can Use Coaching!, which is available on the VA Early Intervention eLearning Center site (scroll down to find the course under Ongoing Professional Development Courses).

Coaching in Action Checklist
Guidance for Using the Coaching in Action Checklist for Fidelity Assessment
Infant & Toddler Connection of VA

This checklist is used to monitor fidelity to coaching practices in Virginia. It can be used as a self-assessment or as an observation tool by a qualified fidelity observer. The guidance document includes information about fidelity assessment requirements, qualified fidelity observers, how to score the checklist, and considerations for scoring and providing feedback. Click here for information about the fidelity assessment process.

FGRBI and SS-OO-PP-RR Key Indicator Checklist
Family Guided Routines Based Intervention

This tool can be used when observing or reflecting on the use of caregiver coaching practices as part of Family Guided Routines Based Intervention. The letters in the document title stand for: Setting the Stage, Observations and Opportunities to Embed, Problem Solving and Planning, and Reflection and Review. For more information and resources, visit the Caregiver Coaching page on the Family Guided Routines Based Intervention site.
Joint Plan - Sample (English, Spanish)
These sample documents can be used with families to write down the joint plan at the end of intervention visits. Special thanks to Adriana from the ITC of Fairfax-Falls Church for translation.

Orientation to Coaching and Natural Learning Environment Practices for Service Providers (external website)
Orientation to Coaching and Natural Learning Environment Practices for Service Coordinators
VA's Integrated Training Collaborative | Partnership for People with Disabilities

These documents outline a 4-meeting orientation process that supervisors and mentors can use with EI service providers or service coordinators to prepare them to implement coaching and natural learning environment practices.

Videos

This video features Yvonnie, a developmental services provider, using a coaching interaction style with a mother during an early intervention visit. Yvonnie reviews the mother's joint plan for helping her son learn to self-feed and pull-to-stand. She uses reflective questions to explore the family's experience since the last visit.

Coaching Fidelity Observer Video Chat Series
VA's Integrated Training Collaborative
Partnership for People with Disabilities at VCU
Hosted by Dana Childress, PhD

This 5-part video chat series, early intervention service providers have a panel discussion about conducting coaching fidelity observations as part of Virginia's required fidelity process. The series includes:

Special thanks to our panelists:

Emily Amerson, BA, CFCS-HDFS, Early Intervention Program Manager, Service Coordinator and Developmental Services Provider, Easterseals UCP

Kim Griffith, MS, CCC-SLP, Speech-Language Pathologist, ITC of Fairfax-Falls Church

Bonnie Kandel, Physical Therapist, ITC of Fairfax-Falls Church

Lisa Santra, M.A. CCC-SLP, Speech-Language Pathologist/Master Coach, ITC of Arlington

This video features Robin, a speech-language pathologist, using a coaching interaction style with a mother during an early intervention visit. Robin uses observation, practice, reflection, feedback, and joint planning during this activity to help the mother learn intervention strategies she can use with her son.

This video features Nosheen, a service coordinator with the Infant & Toddler Connection of Fairfax-Falls Church in Virginia, using coaching practices with Mia, Jake's mother, as they discuss concerns about progress. To see the same scenario in which the service coordinator is not using coaching practices, watch Discussing Jake's Progress (Non-Coaching Example).

This video features Christina, a service coordinator with the Infant & Toddler Connection of Fairfax-Falls Church in Virginia, using coaching practices while meeting with Benea, Leisel's mother. To see the same scenario when coaching practices were not used, watch Discussing Leisel's Communication Device (Non-Coaching Example).

This video describes family-centered practices using embedded coaching techniques and one family's story through the eyes of the mother and the early interventionist.

An Early ACCESS early interventionist reflects on her participation in the Iowa Distance Mentoring Model, how she made the shift to using a coaching model, and what she likes about using it.

In the video, a developmental vision specialist describes and illustrates how she used video recordings of her early intervention home visits as a foundation for self-reflection and refinement of her practice and her shift to using coaching in her practice. Visit this library for other videos about the use of coaching by EI programs in New Mexico to support staff and families.

Visit this site to watch videos of EI service providers using the FGRBI approach, which includes caregiver coaching strategies. Videos demonstrate the use of coaching practices during intervention visits with families and include interviews with families and providers.

Foundations of Coaching is a video training resource for early childhood coaches, based on the 5 key characteristics of coaching as outlined by Dathan Rush and M'Lisa Shelden. Visit this page for the full video (run time 21:08) or to view the video in 7 chapters that highlight each characteristic of coaching.

This is an important video for families who are, or will be, receiving early intervention services as well as for current and future early intervention practitioners. In Part 1, Karis and Mike share intimate reflections about their daughter's birth and early months in the NICU; in Part 2, Karis articulately describes and illustrates the role of early intervention in their lives. Karis also describes the importance of having a coach in her corner.

How Do You Use Coaching as a Service Coordinator? - Melissa's Perspective (YouTube, video)
How Do You Use Coaching as a Service Coordinator? - Morlinda's Perspective (YouTube, video)
Integrated Training Collaborative | Partnership for People with Disabilities/VCU

These videos feature two service coordinators with the Infant & Toddler Connection of Fairfax-Falls Church describing how they use coaching during service coordination.

Visit this site to view videos of Dr. Dathan Rush and Dr. M'Lisa Shelden discussing the use of early childhood coaching practices. Topics covered include: evidence-based practices, sharing expertise, the 5 characteristics of coaching, coaching myths, reflection and reflection questions, tips for engaging coaches, action-practice and modeling, etc.

This 33 minute video features Dr. Dathan Rush from the Family, Infant & Preschool Program discussing and presenting information about the use of coaching strategies.

Websites and Programs

Visit this page for the NPDC Coaching Manual, presentations, and coaching video examples.

Sign up to receive news and updates from the Partnership for People with Disabilities at Virginia Commonwealth University delivered right to your inbox.

This website is the intellectual property of the Department of Behavioral Health and Developmental Services through the Integrated Training Collaborative contract and the Virginia Early Intervention Professional Development Center (VEIPD). All information and materials on this site are for educational and informational purposes and are not intended as a substitute for professional advice. In order to use, reuse, republish or reprint this content, existing logos must be maintained and the content must be appropriately cited. For citation or reference guidance, email infoveipd@vcu.edu.

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Virginia Early Intervention Professional Development Center

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Virginia Specific Information Coaching in Early Intervention - Introductory Presentation This presentation was developed by coaching leaders in the Valley region of Virginia and is now available for others to use with EI practitioners. It was designed to provide an introductory level training (4 hours) to EI practitioners about coaching practices.

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Handout: How Can Your Service Coordinator Help You?

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Handout: How Can Your Service Coordinator Help You?

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Coaching Families During Service Coordination

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Coaching Families During Service Coordination

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Coaching during Service Coordination: 9 Practices for Collaborating with Families

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Coaching during Service Coordination: 9 Practices for Collaborating with Families

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How Do You Use Coaching as a Service Coordinator? Melissa's Perspective

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How Do You Use Coaching as a Service Coordinator? Melissa's Perspective

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How Do You Use Coaching as a Service Coordinator? - Melissa's Perspective

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Reflection/Feedback: At intake, using reflective listening skills to repeat back what a family has expressed are their concerns for their child(ren) and thanking them for sharing the information with you.

Joint Plan: Developing a plan for how the family would like to share information about their child with the assessment team at the ASP.

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Observation: Noticing that a parent may need a break during development of the IFSP due to a change in their body language (no facial reactions or limited verbal communication, turning away from the team, crossed arms, etc.).

Reflection: Asking families 'how did that work' or 'what seemed to go well when you tried that' as they are sharing things they've already done to help their child(ren)'s development at the ASP/IFSP.

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Action: Sitting with a caregiver as they call the Cover Virginia Call Center to apply for Medicaid or as they complete the application online. Using feedback you may also share your knowledge about what is required on the application during the 'action'.

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Helping family with education prior to initial assessment.

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Finding out what they know about early intervention. "What do you know about early intervention?"

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Checking to see what information they would like to share with others.

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What is a time of day you're seeing this (concern) come up/experiencing difficulty?

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What is a time of day you're seeing this (concern) come up/experiencing difficulty?

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Asking about what a typical day looks like for them and the child and what are some of the daily challenges they have if any? 

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Asking about what a typical day looks like for them and the child and what are some of the daily challenges they have if any? 

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Tell me more about that? Is a great questions that helps parents express themselves in more details.

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Tell me more about that? Is a great questions that helps parents express themselves in more details.

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What have you tired? Then reflect back what they said and give positive feedback for their efforts.

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Checking in and making sure that the families have the capacity and space for the meeting

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Checking in and making sure that the families have the capacity and space for the meeting

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Reminding the family that the IFSP is a working, live document 

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Reminding the family that the IFSP is a working, live document 

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Giving families permission that it's okay if something didn't work out, or if we need to shift something 

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Giving families permission that it's okay if something didn't work out, or if we need to shift something 