[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585513-105":59,"doc-detail-585513-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","practice-profile-for-coaching-version-18-83019","Practice Profile for Coaching - Version 1.8 - 8/30/19","","Practice Profile for Coaching defines coaching as an extension of training and a collaborative, data-driven continuum of supports that improves precision, fluency, and contextual adaptation while preserving fidelity to the practice. It details desired outcomes emphasizing transfer of trained skills across contexts, supported by essential components including prompting, performance feedback, enabling collaboration, data use, application of content knowledge, scaffolding, and ongoing evaluation. Inclusion/exclusion criteria require training and direct observation alongside multiple data sources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/practice-profile-for-coaching-version-18-83019/585513/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/practice-profile-for-coaching-version-18-83019/585513.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the philosophy of coaching in this profile?","Question",{"text":112,"@type":113},"Coaching brings trained skills into natural settings under stimulus control, improving precision, fluency, and contextual adaptation while maintaining integrity to the practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What outcome is coaching intended to produce?",{"text":117,"@type":113},"Coaching supports transfer of trained skills with fidelity across contexts, increasing the likelihood that skills are used as intended in targeted settings.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the essential components of coaching?",{"text":121,"@type":113},"The profile lists prompting, performance feedback, creating an enabling and collaborative context, data use, application of content knowledge, continuum of supports, and scaffolding.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585513,1792165780,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Practice Profile for Coaching  \n Practice or Program:  Coaching  Date/Version:  8/30/19--Version 1.8  \nPhilosophy: The process by which trained skills or practices are brought under stimulus control in natural settings. Coaching shapes use of a learned skill and guides improved precision, fluency, and contextual adaptation while maintaining integrity to the practice.  \nLess Behavioral Definition:  \nThe process that supports and transfers skills gained during a professional development, workshop, or training event to use with fidelity during everyday use. Coaching shapes newly learned skills by focusing on improving precision, fluency, and use across settings, recipients, time, etc., while maintaining fidelity to the practice  \nCoaching is: Principles: • An extension of training  \n• Based on collaborative efforts to develop self-reflection and self sufficiency  \n• Never ends but fades over time with a continuum of support tied to data related to use of skills (e.g., fidelity data)  \n• Describes behaviors that support performance feedback, behavior change, and use of trained skills in every day settings  \n• Is driven by data that document areas of focus (accuracy, fluency, generalization, or adaptation) and support needed (high, moderate, low)  \n• Is a collaborative effort between the individual providing the coaching and the recipient of coaching  \n• Is comprised of a set of behaviors-not a title or position  \n• Is continuously evaluated for effectiveness and efficiency  \n• Is supported by coaching of coaching (e.g., from systems coaching perspectives)  \n• Can be focused on an individual or a group (e.g., implementation team, problem solving team, cadre of individuals providing coaching)  \nPhilosophy, Values, & Guiding Principles  \nValues/  \nInclusion/Exclusion Criteria  \n• Training in practice/skill is a prerequisite  \n• Must involve direct observation of skills/practices in use along with other data sources (review of products, self-report ratings)  \n Desired Outcome:   \nTransfer implementation of trained skills or practices (use of skills/practices with fidelity across contexts) . Coaching increases the likelihood that skills will be used as intended (with fidelity) in applied work in targeted contexts (classrooms, agencies, personal interactions, meetings) .  \n Essential Components:   \n1.  Prompting  \n2.  Performance Feedback  \n3.  Creating an Enabling and Collaborative Context  \n4.  Data Use  \n5. Application of Content Knowledge  \n6.  Continuum of Supports  \n7.  Scaffolding  \n General References   \nBlase, Fixsen, Sims, & Ward, 2015; Fixsen, Blase, Naoom, & Duda, 2015; Fox, Hemmeter, Snyder, Binder, & Clarke, 2011; Horner & Sugai, 2000; Joyce & Showers, 1982; Knight, 2004 , 2007; Massar, 2017; Odom, Duda, Kucharczyk, Cox, & Stabel, 2014; Snyder, Hemmeter, & Fox, 2015  \nEssential Components, Definitions, Contributions to Outcomes, and Indicators  \n\n| Essential Component: Prompting |  |  |  |\n| --- | --- | --- | --- |\n| Definition of Essential Component: | Prompting reflects the delivery of antecedent cues (visual, auditory, or physical) to increase the likelihood that a specific behavior will be elicited when needed.\u003Cbr>Less Behavioral Definition:\u003Cbr>Prompting reflects verbal and/or nonverbal cues or aids that serve as indicators or reminders about accurate se of the targeted skill. Prompting is delivered before the skill should be delivered |  |  |\n| Contribution to Desired Outcome: | Prompts delivered before a targeted response serve to reinforce and remind recipients of expectations of the desired behavior. Prompting is shown to produce higher accuracy rates and reduce errors during initial use of a practice or skill. Prompting along with performance feedback shapes recipient’s accuracy, fluency, and generalization of skills/practices. |  |  |\n| References: | Duchaine, Jolivette, & Fredrick, 2011; Freeman, Sugai, Simonsen, & Everett, 2017; Hasbrouck & Christen, 1997; Joseph, Alber-Morgan, & Neef, 2016; Knapczyk & Livingst","cbCaimWMgLi43jaO","https://ap.wps.com/l/cbCaimWMgLi43jaO","pdf",448038,18,"English","# Philosophy, Values, & Guiding Principles\n## Values / Inclusion-Exclusion Criteria\n# Desired Outcome\n# Essential Components\n## Prompting\n## Performance Feedback","[{\"question\":\"What is the philosophy of coaching in this profile?\",\"answer\":\"Coaching brings trained skills into natural settings under stimulus control, improving precision, fluency, and contextual adaptation while maintaining integrity to the practice.\"},{\"question\":\"What outcome is coaching intended to produce?\",\"answer\":\"Coaching supports transfer of trained skills with fidelity across contexts, increasing the likelihood that skills are used as intended in targeted settings.\"},{\"question\":\"What are the essential components of coaching?\",\"answer\":\"The profile lists prompting, performance feedback, creating an enabling and collaborative context, data use, application of content knowledge, continuum of supports, and scaffolding.\"}]","Practice Profile for Coaching - Version 1.8 - 8/30/19 | PDF",1792054923,45]