Video Library
This Video Library provides real-world examples of Routines-Based Early Intervention (RBEI) coaching in action. Each video is designed to illustrate how evidence-based coaching practices are applied during interactions with early intervention professionals. Use these clips as models to enhance your own coaching approach, spark reflection, or support professional development and training.
Coaching Practices
These videos demonstrate the six evidence-based coaching practices—relationship building, goal setting and joint action planning, observation, modeling, reflection, and feedback—in action. Each clip focuses on a specific practice to help coaches better understand how it looks and sounds during real coaching interactions.
Goal and Joint Action Plan Resource Page
Video Examples
- Goal Setting and Joint Action Planning 1
- Goal Setting and Joint Action Planning 2
Coaching Agenda
These videos illustrate the three key components of a coaching agenda: reflection on previous action steps, observation and discussion of current practices, and planning next steps. Watch how coaches use a predictable structure to guide meaningful and effective coaching conversations.
Coaching Practices Embedded in a Coaching Conversation
In these examples, you’ll see multiple coaching practices used naturally within a broader coaching conversation. These videos demonstrate how evidence-based practices are integrated fluidly, depending on the needs of the coachee and the flow of the session. Specific coaching practices used are bolded in the caption, and the section of the agenda is indicated.
Coaching a Provider or Services Coordinator: Fidelity
Coaching for approval or fidelity need not ONLY focus on providing feedback on checklist items. Use of coaching practices as part of preparing and facilitating a collaborative agenda can help the coach promote the coachee’s self-assessment and action planning for next steps.
An internal coach, who is a services coordinator, coaches another services coordinator about Getting Ready.
- Opening
This is the first coaching session for the coach and the SC. The coach explains the purpose of the coaching session and how the agenda will flow. The coach and the SC co-establish (joint plan) how the SC would like to receive information (observation, feedback) about her implementation of the Getting Ready Approach.
- Main Agenda 1
The coach asks the SC to reflect on how the SC feels the home visit went overall. They acknowledge that the Getting Ready Approach providers a structure for home visiting they have not tried before. The coach has prepared video clips in advance of this coaching session, and shares them with the SC as a means of supporting the SC to reflect on her intentions for her home visit. The coach shares observations and feedback about the SC’s strengths. The coach then asks the SC how she would define mutual decision making, followed by a clip which illustrates an opportunity for doing so. More reflection and discussion follow on this topic.
- Main Agenda 2
The coach asks the SC to reflect on the meaning and expectation for “reviewing family rights and safeguards” with the family in a way that identifies for the family what their rights are, doing it more often, and implementing the review of family rights in a way that builds the family’s capacity.
- Main Agenda 3
The SC admits that asking families who have a lot of challenges what they feel good about at the end of the visit feels “weird”. The coach validates the SC’s feelings and provides feedback about why this is important. The SC reflects and comes up with a lead in for asking this question.
- Main Agenda 4
The coach facilitates setting a goal and joint action plan with the Services Coordinator using a reflective question based on the discussion.
- Closing
The coach and SC confirm the joint action plan (steps), and a check-in with each other to follow up on the steps. They wrap up by talking about what the SC feels good about.
An internal coach, who is a provider, coaches another provider about Getting Ready.
- Opening
The coach sets the stage for the coaching session by reviewing the agenda. The agenda review is intended to be just that, a review which includes inviting the provider to give her input toward what is discussed in the coaching session as well.
- Main Agenda 1
The coach provides information about approval needing to include the GUIDE – Let’s Try It and prompts the provider to consider why she thinks it was difficult to get to a Let’s Try It. When the provider says she doesn’t know, the coach asks her to read through and reflect on the child’s IFSP outcomes and whether a “function” is associated with the targeted skill in the outcomes. The coach adds some feedback to the discussion, particularly about when the outcomes are not clearly connected to something the parent identified as a specific priority for their child.
- Main Agenda 2
After watching a clip of the provider and parent talking about the child’s status with potty training, the coach shares observations from the video and feedback about how the provider might have used the Getting Ready strategy of sharing developmental information in the moment that was illustrated in the clip. In addition, the coach prompts reflection and also provides feedback and examples to highlight the importance of a functional IFSP, with outcomes that come from the RBI and are about child participation in home routines, in order to facilitate parent engagement in the visit. This addresses the provider’s goal of codetermination of the focus of the visit, with the parent.
- Main Agenda 3/Closing
The coach recaps the priorities identified as part of the discussion about the provider’s goal, the clip, and their reflections. The provider responds and then the coach also gives input so that the goal(s) are being co-established and how it will look when this happens. The coach and the provider then co-establish joint action steps for each of the provider’s goals.
Coaching a Provider or Services Coordinator: Enhanced
Using coaching in an enhanced format, while continuing to be framed by fidelity to the evidence-based practices, can create capacity-building opportunities driven by coach-coachee goals and joint action plans.
An internal coach, who is a services coordinator, coaches another services coordinator about Getting Ready.
- Main Agenda
The SC expresses a concern about balancing how much time and resources she devotes to each family on her caseload when considering their individualized needs, i.e. some need lots of resources, others do not. She is especially concerned about how to support families who have many needs. The coach suggests that the two of them use role playing/modeling to support the SC in how to use a “resource map” to help families who have many challenges going on at once. The SC takes on the role of the parent and the coach plays the part of the SC and facilitates use of the resource map. At time stamp 12:10, the coach steps out of the role play and provides feedback in the form of examples of ways she (the coach) has used this tool.
- Closing
The coach initiates co-establishing and confirming the SC’s goal and joint action plan, including a check-in between their coaching sessions. They wrap up by the coach asking the SC to express what she is feeling good about, and then the coach shares her thoughts as well.
An internal coach, who is a provider, coaches another provider about Getting Ready.
- Opening
The coach and provider reconnect initially before reviewing the agenda.
- Main Agenda 1
The provider and coach have had a couple coaching sessions prior to the current one. The coach has asked the provider for her input so that the two of them can collaborate about the topic (goal and joint plan) for the coaching session. The provider is clearly doing some reflecting on her own now, about her home visits with this family, and shares a description of a home visit and what she sees as a challenge that she would like to work through with her coach. The coach adds her ideas and prompts the provider to reflect a bit more about the specific part or parts of the GUIDE that is the challenge – co-determination of the outcome.
- Main Agenda 2
Now the coach asks the provider to reflect on how she usually approaches co-determination of the outcome. The provider describes this and the coach adds observations and feedback based on those observations, which lead into the provider reflecting on how she facilitated setting up the Let’s Try It.
- Main Agenda 3
Now that the provider has identified where she wants to make a change (setting up the Let’s Try It), the coach has her reflect on what she could ask the parent to help keep the skill to be practiced specific. The coach includes observations from the videotape and feedback based on those observations to help the provider see the value in using information from the opening too. The two of them decide to practice/model using the new question(s) the provider has identified. The coach sets up the role play such that when they are finished with the role play, they both have a clear idea of the skill to be addressed.
- Main Agenda 4
The provider and the coach finish up the role play/model and then the coach asks the provider to reflect on the experience, checking for her understanding. The provider and coach switch roles and continue with practicing.
- Main Agenda 5
The coach asks the provider, having practiced how the provider might approach her next home visit, what she would like her goal and joint action plan to be. The provider and coach collaborate to do so.
Coaching a Coach about Coaching Practices
These videos show how a coach supports another coach in understanding and applying the six evidence-based coaching practices. Watch how state or internal coaches guide reflective conversations to build coaching capacity and support fidelity to the RBEI model.
A state coach coaches an internal coach about the internal coach’s session with a services coordinator (for Getting Ready fidelity).
- Main Agenda 1
The state coach reviews the internal coach’s previously set goal for the internal coach’s session with the EI. The state coach uses an awareness (reflection) question to find out how the internal coach thought it went. Following the internal coach’s reflections, the state coach prompts the internal coach to compare previous coaching sessions to the session currently being discussed (analysis reflection question). The internal coach reflects on this coaching session for fidelity, which she facilitated using coaching practices rather than simply giving feedback about checklist items. The state coach provides observations and feedback as a result of the internal coach’s reflections, including explicitly articulating a coaching practice the internal coach had used.
- Main Agenda 2
The state coach shares data (observations of reflective questions) she collected that the internal coach had used during her session with the EI. The state coach prompts reflection but shares her perceptions of the data when asked by the internal coach to do so. The state coach then prompts the internal coach to reflect on how the data could be used to prepare for the next coaching session with the EI.
- Main Agenda 3
The state coach prompts joint action planning about next steps for use of reflective questions and sharing observations, and ask about the internal coach’s use of the coaching practices (after sharing additional data/observations). The state coach and the internal coach collaboratively discuss what will be added/adjusted for the internal coach’s goal and joint action plan.
A state coach coaches an internal coach about the internal coach’s session with a services coordinator.
- Coaching Opening
The state coach and internal coach reconnect before reviewing the agenda.
- Main Agenda 1
The state coach reviews the internal coach’s previously determined goal and joint action steps, prompting the internal coach’s reflection about when she is using reflective questions, and in particular reflective questions vs feedback in her coaching sessions with EIs. The state coach prompts the internal coach to reflect on the types of reflective questions the internal coach used. Then state coach uses feedback as to when and how to use a reflective question or supportive statement that reframes the discussion as more collaborative. The state coach shares an observation about a strength she saw while watching the internal coach’s session with an EI. (i.e., acknowledging to the EI something that was hard for her too and then moving toward a role play that is jointly determined and set up).
- Main Agenda 2
The state coach prompts the internal coach to consider or reflect on where the reflective questions might be most effective in the coaching session and whether sending them to the EI in advance of coaching session might give them more time to consider. The state coach now returns to the timing of questions vs feedback, especially since the internal coach had previously expressed that she was not very “good” at using application questions (action reflection questions). The state coach asks the internal coach how (reflection) she could ask the EIs what they want their actions/next steps to be rather than telling them. This prompts the internal coach to make the connection about the parallel process of EI professionals using communicate openly and clearly with families to help them come up with what they like to have happen.
A state coach coaches an internal coach about the internal coach’s session with a provider (for Getting Ready fidelity).
- Main Agenda 1
The internal coach describes her success with the EI’s new goal. The state coach immediately prompts reflection as to how the internal coach thinks that happened. The internal coach describes the difference in how she is facilitating coaching sessions and the resulting change she has seen in the coachee’s goals, i.e. more thoughtful. (emphasis on the coachee’s goal rather than providing feedback only on each item of the checklist).
- Main Agenda 2
The state coach has the internal coach wrap up reflections from recent coaching sessions by highlighting an additional question the internal coach now uses: “How do you think your goal will impact how you carry out your home visit?” The internal coach’s response reflects the fact that the EI’s goals and joint action steps are likely to be more applicable to their home visits and go beyond simply meeting approval.
A state coach coaches an internal coach about the internal coach’s session with a provider.
- Agenda 1
The state coach asks the internal coach to reflect on data she collected to support her goal when coaching her EI. The state coach’s questions help the internal coach consider how the data could be used, which was not necessarily what the internal coach had originally intended.
- Main Agenda 2
The state coach prompts the internal coach to reflect on the other topic the internal coach had discussed with her EI in their coaching session, which was how to address the EI’s desire to make her home visits more effective, particularly in terms of time and number of things being addressed with the parent. Following the establishment of a possible priority for this topic, the state coach and the internal coach engage in co-establishment of the internal coach’s goal and joint action plan.
Resources and information on this site were developed for the Coaching in Early Intervention (CEI) project with the Nebraska Center for Research on Children, Youth, Families & Schools at the University of Nebraska Lincoln. CEI was funded by the U.S. Department of Education’s Office of Special Education Programs through grant number H326M200017.
