# The Early Childhood Coaching Handbook

## Second Edition

by **Dathan D. Rush, Ed.D., CCC-SLP** Family, Infant and Preschool Program (FIPP) Morganton, North Carolina and **M’Lisa L. Shelden, P.T., Ph.D.** Wichita State University, Department of Physical Therapy Kansas

## Introduction to Coaching

Once upon a time, long ago, a speech-language pathologist (SLP) and a physical therapist (PT)...

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## Contents

- About the Authors  
- Preface  
- Acknowledgments  
- Chapter 1 Introduction to Coaching  
- Chapter 2 Research Foundations of Coaching  
- Chapter 3 Characteristics of Effective Coaches  
- Chapter 4 Coaching Compared With Other Approaches to Adult Interaction  
- Chapter 5 How to Use a Coaching Style of Interaction  
- Appendix 5A: Coaching Plan  
- Appendix 5B: Framework for Reflective Questioning  
- Chapter 6 The Role of Coaching in Service Coordination  
- Chapter 7 Coaching Families  
- Chapter 8 Coaching Teachers  
- Chapter 9 Coaching Coaches: Strategies for Learning the Coaching Process  
- Appendix 9A: Coaching Practices Rating Scale  
- Appendix 9B: Coaching Log  
- Chapter 10 Coaching as Part of Professional Development  
- Chapter 11 The Future of Coaching in Early Childhood Intervention  
- References  
- Coaching Scenario Matrix  
- Index

## About the Authors

Dathan D. Rush, Ed.D., CCC-SLP, has a doctoral degree in child and family studies from Nova Southeastern University, Fort Lauderdale, Florida...  
M’Lisa L. Shelden, P.T., Ph.D., has a doctoral degree in special education from the University of Oklahoma. She...

## Key Concepts

### Coaching Approaches

- **Expert Coaching**: Involves experienced professionals supporting others in applying knowledge and skills effectively.
- **Reciprocal Peer Coaching**: Two individuals observe and provide feedback to each other.

### Five Key Characteristics of Coaching
1. Joint Planning  
2. Action/Practice  
3. Reflection  
4. Feedback  
5. Observation

### Recipients of Coaching
- **Parents and Caregivers**: Coaching promotes confidence and competence in supporting child learning.  
- **Teachers**: Used in various educational settings to integrate new skills into teaching practices.  
- **Colleagues**: Helps develop new knowledge and skills in professional settings.  
- **Supervisees and Mentees**: Promotes learning and problem-solving within a supportive coaching relationship.

### Conclusion

The purpose of this book is to define coaching and assist the reader in applying the research-based characteristics of coaching practices in early childhood contexts. It describes an expert-based, contextual coaching model that includes elements of both goal-oriented and adult learning principles.

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