The Early Childhood Coaching Handbook

Evidence-based and highly effective, coaching helps early childhood practitioners support other professionals and families as they enhance existing knowledge, develop new skills, and promote healthy development of young children. This hands-on guide shows professionals how to conduct skillful coaching in any setting--home, school, or community.

An expanded, more practical follow-up to the groundbreaking Coaching Families and Colleagues in Early Childhood, this is the guidebook that walks professionals step by step through the coaching process and shows them explicitly what best practices look like. Developed by the foremost authorities on coaching and informed by the authors' staff development and technical assistance activities with other professionals, this book directly addresses the real-world challenges of coaching and gives readers concrete guidance on successful strategies and interactions.

Preservice and in-service early childhood professionals will

• master the five characteristics of coaching practices--observation, action, reflection, feedback, and joint planning
• see exactly how to conduct a positive coaching session, with transcripts of successful coaching in action
• learn about the qualities of effective coaches, including openness to experiences, adaptability, empathy, and honesty
• adjust coaching techniques to meet the specific needs of early childhood educators, parents, and caregivers
• incorporate coaching into professional development programs to ensure immediate use of the latest best practices
• understand how coaching differs from other collaborative models, such as consultation, direct teaching, and counseling
• discover cutting-edge early childhood research that demonstrates the effectiveness of a coaching approach

To keep their skills sharp and ensure adherence to best coaching practices, readers will get easy-to-use, photocopiable tools that help them implement coaching consistently and effectively. They'll also have samples so they can see how to use the tools to evaluate and improve their interactions.

With this essential coaching guidebook, every early childhood professional including developmental specialists, Early Head Start and Head Start staff, early literacy specialists, infant mental health specialists, nurses, occupational therapists, physical therapists, psychologists, social workers, service coordinators, speech-language pathologists, and teachers will provide effective support to families and other professionals to enhance developmental outcomes for all young children.

Includes practical forms & tools:

• Coaching Practices Rating Scale--determines how well a practitioner is using coaching practices with families or colleagues
• Coaching Log--helps coaches record and critically analyze a coaching conversation
• Coaching Plan--used to develop the initial coaching plan and the action plans for achieving desired outcomes
• Framework for Reflective Questioning--helps coaches evaluate the entire coaching process, recognizing what worked and what could be done differently next time
• Transcripts of successful coaching in action

Dathan D. Rush, Ed.D., CCC‐SLP, has a doctoral degree in child and family studies from Nova Southeastern University, Fort Lauderdale, Florida, and a master's degree in speech‐language pathology from Oklahoma State University. Dr. Rush is currently the Director of the Family, Infant and Preschool Program (FIPP) in Morganton North Carolina. He provides ongoing technical assistance to several statewide early intervention programs to implement evidence‐based early intervention practices in natural settings. Dr. Rush previously served as Clinical Assistant Professor at the University of Oklahoma Health Sciences Center, teaching early childhood intervention in the graduate program. He has more than 30 years of experience as a practitioner and early intervention program director and has managed a number of training contracts with various state agencies and organizations. He served as an editorial board member of Infants and Young Children until 2002 and has published articles in the area of coaching families in early intervention, in‐service training, and teaming in early intervention. He is also a past president and former executive council member of the Oklahoma Speech‐Language‐Hearing Association. Dr. Rush has presented numerous workshops nationally on topics related to writing and implementing individualized family service plans, team building, using a primary service provider approach to teaming, coaching, and supporting young children with disabilities and their families in natural learning environments. Dr. Rush has also co‐authored a previous book on coaching in early childhood intervention as well as a chapter on using a primary coach approach to teaming in Working with Families of Young Children with Special Needs (McWilliam, 2010; Guilford Press). He and Dr. Shelden are co‐authors of The Early Intervention Teaming Handbook: The Primary Service Provider Approach (Shelden & Rush, 2013).

Mâ (TM)Lisa L. Shelden, PT, Ph.D., has a doctoral degree in special education from the University of Oklahoma. She also has a bachelor's degree in physical therapy from the University of Oklahoma Health Sciences Center and a master's degree in early childhood special education from the University of Oklahoma (Norman Campus). Dr. Shelden currently serves as the Chair and Program Director of the Department of Physical Therapy at Wichita State University in Wichita, Kansas. Prior to joining the faculty at WSU, she served as Director/Researcher of the Family, Infant and Preschool Program (FIPP) in Morganton, North Carolina where she worked alongside Dr. Rush providing ongoing technical assistance to several statewide early intervention programs to implement evidence‐based early intervention practices in natural settings from 2002-2018.

Dr. Shelden has over 30 years of experience as a physical therapist and special educator. In addition, she received a 2000 National Institute on Disabilities and Rehabilitation Research (NIDRR) Mary E. Switzer Merit Fellowship. She is a graduate Fellow of the ZERO TO THREE National Center for Infants, Toddlers, and Families. Dr. Shelden has co‐authored several articles related to early intervention teamwork, writing individualized family service plans (IFSPs), coaching, and supporting young children with disabilities and their families in natural learning environments. She has also written a chapter related to physical therapy personnel preparation and service delivery and co‐authored a book titled Physical Therapy under IDEA (McEwen, Arnold, Jones, & Shelden, 2000; American Physical Therapy Association, Section on Pediatrics). Dr. Shelden has co‐authored a previous text Coaching Families and Colleagues in Early Childhood (with Barbara E. Hanft & Dathan D. Rush; 2004, Paul H. Brookes Publishing Co.) as well as a chapter on using a primary coach approach to teaming in Working with Families of Young Children with Special Needs (McWilliam, 2010; Guilford Press). She and Dr. Rush are co‐authors of The Early Intervention Teaming Handbook: The Primary Service Provider Approach (Shelden & Rush, 2013). Dr. Shelden has made numerous presentations nationally on topics related to IFSP development and implementation, transition, inclusion, evaluation and assessment, coaching, primary service provider approach to teaming, and provision of supporting children with disabilities and their families in natural learning environments.