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.
CASEmakers - Characteristics and Consequences of Coaching Practices (external websites)
This bibliography contains selected references to the operational characteristics of coaching practices. The sources of information included provide a basis for understanding the characteristics and consequences of coaching that support an adult learner to improve existing abilities and develop new skills
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.
From Couching to Coaching (external websites)
Dathan Rush, EdD, CCC-SLP
The ASHA Leader
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.
Keeping It Real: Coaching Parents to Use Natural Experiences for Learning (external website)
Ellie White and Dorie Noll
Listening and Spoken Language Knowledge Center
This article provides information for listening and spoken language professionals who serve infants and toddlers with hearing loss and their families about coaching practices. Guidance is provided about using specific family daily routines and examples are provided. Avoiding taking toy bags into natural environments is also addressed. The information in this article is useful for EI service providers of all disciplines.
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.