Providing Evidence-Based Early Intervention: Using a
Coaching Interaction Style
The mission of early intervention is to “build upon and provide supports and resources to assist
family members and caregivers to enhance children’s learning and development through
everyday learning opportunities” (NECTAC, 2008). This plenary address will provide the
background and rationale for using a coaching interaction style to build the capacity of parents
and other care providers to promote child learning within the context of everyday routines and
activities. Participants will be introduced to the five research-based characteristics of coaching in
early childhood intervention.
Objectives
Upon completion of this workshop, participants will be able to:
 Understand the characteristics of coaching and natural learning environment practices.
 Explain the rationale for using a coaching interaction style with families.
Presenters
Dathan Rush, EdD, SLP-CCC is the Associate Director of the Family, Infant and Preschool
Program (FIPP) in Morganton, NC. He received his degree in speech-language pathology from
Oklahoma State University and his doctoral degree in Child and Family Studies from Nova
Southeastern University in Fort Lauderdale, FL. He is a past president of the Oklahoma SpeechLanguage-Hearing Association. Dr. Rush has served as an editorial board member of Infants and
Young Children and as a member of the National Early Childhood Technical Assistance Center
(NECTAC) Workgroup on Principles and Practices of Services in Natural Environments. He is
widely published in the area of in-service training, coaching, supporting children and families in
natural learning environments, and teaming in early intervention. Dr. Rush coauthored the texts
Coaching Families and Colleagues in Early Childhood Intervention, The Early Childhood Coaching
Handbook, The Early Intervention Teaming Handbook: The Primary Service Provider Approach..
Dr. Rush consults and provides training on evidence-based early childhood practices related to
how to coach, implement a primary service provider approach to teaming, and provide early
intervention supports and services within natural environments.
M’lisa Shelden, PhD, PTis the Director of the Family, Infant and Preschool Program (FIPP) in
Morganton, NC. She received her degrees in physical therapy and early childhood special
education from the University of Oklahoma. M’Lisa is a graduate Fellow of the ZERO TO THREE
National Center for Infants, Toddlers, and Their Families and a recipient of the National Institute
on Disability and Rehabilitation Research Mary E. Switzer Merit Fellowship. She served as a
member of the National Early Childhood Technical Assistance Center (NECTAC) Workgroup on
Principles and Practices of Services in Natural Environments. Dr. Shelden has coauthored several
articles related to early intervention teamwork and book chapters related to physical therapy
personnel preparation and service delivery and use of a primary service provider approach to
teaming. She has coauthored several texts, including Physical Therapy under IDEA, as well as
Coaching Families and Colleagues in Early Childhood Intervention, and The Early Intervention
Teaming Handbook: The Primary Service Provider Approach. M’Lisa also consults and provides
training related to evidence-based practices, coaching, use of a primary service provider
approach to teaming, and provision of services in natural environments.
Rush, D. D. & Shelden, M. L. (2011). The early childhood coaching handbook. Baltimore, MD: Paul
H. Brookes Publishing Company.
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Providing Evidence-Based Early Intervention:
Using a Coaching Interaction Style
Dathan Rush, Ed.D., CCC-SLP & M’Lisa Shelden, PT, Ph.D.
drush@sheldenandrush.org
mshelden@sheldenandrush.org
www.fipp.org
Coaching Interaction Style
Rush, D. D. & Shelden, M. L. (2011). The early childhood coaching handbook.
Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
Rush, D. D. & Shelden, M. L. (2005). Evidence-based definition of coaching
practices. CASEinPoint, 1(6), 1-6.
Operational Definition of Coaching in Early Childhood
Coaching is an adult learning strategy in which the coach promotes the learner’s
ability to reflect on his or her actions as a means to determine the effectiveness of
an action or practice and develop a plan for refinement and use of the action in
immediate and future situations.
(Rush & Shelden, 2004)
Ten Key Elements of Coaching in Early Childhood
1. Consistent with the principles of adult learning
2. Capacity-building
3. Non-directive
4. Goal-oriented
5. Solution-focused
6. Performance-based
7. Reflective
8. Collaborative
9. Context-driven
10. As hands-on as it needs to be
Rush, D. D. & Shelden, M. L. (2011). The early childhood coaching handbook. Baltimore, MD: Paul
H. Brookes Publishing Company.
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Capacity-building is…
…an ongoing process of providing, creating, or mobilizing experiences through which
children, parents, families, and communities enhance their ability to identify and meet
development-enhancing opportunities or challenges in a sustainable way.
(FIPP, 2002)
Research-Based Characteristics of Coaching
•
Joint planning (2-part plan)
• Between visits
•
Next visit
•
FAB Scheduling
• Flexible
• Activity-Based
• Burst of Service
•
Observation
•
Action/Practice
•
Reflection

Awareness Questions

Analysis Questions

Alternatives Questions
Rush, D. D. & Shelden, M. L. (2011). The early childhood coaching handbook. Baltimore, MD: Paul
H. Brookes Publishing Company.
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
•
Action Questions
Feedback
•
Affirmative
•
Evaluative
•
Directive
•
Informative
Modeling: A 7-step process
1. Coach explains to coachee what he/she is going to do
2. Coachee has a defined role while coach models
3. Coach models while coachee observes
4. Coach debriefs with coachee
5. Coach invites coachee to try what he/she modeled
6. Coach and coachee reflect on how what the coachee tried worked
7. Coach and coachee plan for how the strategy or activity will happen when the coach
is not present
Rush, D. D. & Shelden, M. L. (2011). The early childhood coaching handbook. Baltimore, MD: Paul
H. Brookes Publishing Company.
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Sample Coaching Conversation
Joint Planning
“Our plan for what you were going to be doing since the
last time we were together was ___________.”
Reflection
“How did it work?”
“What could you do the same/differently?”
“How did you decide that?”
“How does this match what we’ve been talking
about/been doing?”
Feedback
“Here’s what we know about __________.”
Observation/Action
“Let’s try it!”
[Have the person engage in the practice while you coach
him/her through the process if necessary. You may
need to model the strategies, but your goal is for
him/her to do it while you are there to provide
opportunities for reflection and feedback.]
Reflection/Feedback
“How did it work?”
“What ideas do you have for how we could do it the
same or differently?”
“What other ideas do you have?”
Feedback
“Based on our plan from last time, some of the other
topics that we wanted to discuss or things we wanted to
do today were ________. Is today still a good day for us to
do this?”
Observation/Action
[Explain and/or model the practice within the natural
context in which the practice would be used and/or
have the person show the coach what typically happens
while the coach observes.]
Reflection
“How did that match what we had planned or intended
to do or what you would like for that to look like?
Rush, D. D. & Shelden, M. L. (2011). The early childhood coaching handbook. Baltimore, MD: Paul
H. Brookes Publishing Company.
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“What ideas do you have for how we could do it the
same or differently?”
“What other ideas about this do you have?
“Would you like to try it now or work on it until we
meet again?”
“May I share/show some other options/ideas?”
Observation/Action
[Explain and/or model the other information/ideas/
strategies within the natural context in which they
would be used.]
Reflection
“What are your thoughts about that?”
“How do you think this would work for you?”
“How would it look if you were to do this?”
“Would you like to try it now?”
Observation/Action
[Person tries.]
Reflection
“How do you think that went?”
“How did that match what we had planned or intended
to do or what you would like for that to look like?
“What ideas do you have for how we could do it the
same or differently?”
“What other ideas about this do you have?
Joint Plan
“Based on everything we have talked about/done today,
what is your plan for what you will be doing between
now and our next visit related to what we have
discussed and done today?”
“What do you think would be most helpful for us to do
at our next visit?”
“Based on that, when do you think it makes the most
sense for me to come back?”
Rush, D. D. & Shelden, M. L. (2011). The early childhood coaching handbook. Baltimore, MD: Paul
H. Brookes Publishing Company.
6
Natural Learning Environment Practices
Dunst, C. J. & Swanson, J. (2006). Parent mediated everyday child learning
opportunities: I. Foundations and operationalization. CASEinPoint, 2(2), 1-19.
Raab, M. (2005). Interest-based child participation in everyday learning activities.
CASEinPoint, 1(2), 1-5.
The Approach
Consider the activity settings that the family and care providers value to generate
learning opportunities, then let the learning opportunities lead to desired skills
and behaviors.
(Bruder & Dunst, 1999)
Characteristics of Natural Learning Environment Practices

Child interest

Everyday activity and opportunity

Parent responsiveness
Early Intervention must:
 Be based on how all children learn throughout the course of everyday life, at
home and in the community
 Focus on naturally occurring learning opportunities, rather than contrived,
specialized instruction
 Support primary caregivers to provide children with learning experiences and
opportunities that strengthen and promote a child’s competence and
development
 Support learning that occurs in context of the things that have high levels of
interest and engagement for the child and family
 Incorporate opportunities to reflect with the family on what is working and
where additional problem solving may be needed as a means of enhancing the
family’s capacity and competence
 Help families adapt interactions, actions, routines, environment, and schedule
are key strategies used in implementing IFSPs
(Hanft, Rush & Shelden, 2004)
Rush, D. D. & Shelden, M. L. (2011). The early childhood coaching handbook. Baltimore, MD: Paul
H. Brookes Publishing Company.
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Three Parts of an Effective Home Visit
1. Revisitation of the previous joint plan
2. Involvement in the activity or routine that happens during that time
3. Development of a 2-part plan
NOTES:
Rush, D. D. & Shelden, M. L. (2011). The early childhood coaching handbook. Baltimore, MD: Paul
H. Brookes Publishing Company.
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