Table 3 Sample implementation strategies for potential inclusion in the clinicians successfully partnering with parents toolkit

Poor clinician self-efficacy (i.e., belief that one does not have the skills or ability to perform some aspect of parent coaching)

o Additional training in parent coaching

o Guided practice and feedback to improve skills and self-perception of competency

Poor clinician attitudes (i.e., negative beliefs about the outcomes of performing some aspect of parent coaching)

o Handouts describing rationale and importance of parent coaching in EI

o Video clips of parents discussing their desire for parent coaching

Low normative pressure (i.e., the belief that supervisors or other important persons don’t expect implementation of aspects of parent coaching, or that other clinicians like them will not implement parent coaching)

o Regular messages sent via text communicating that supervisors encourage the use of parent coaching and/or that other EI clinicians are using parent coaching

o Vignettes depicting parent coaching use in Part C settings

o Public recognition of EI clinicians who implement parent coaching with high fidelity

Environmental constraints (i.e., barriers that interfere with the implementation of parent coaching despite strong intentions to perform some aspect of parent coaching)

o Communicating strategies to EI clinicians that can be used to decrease interruptions during parent coaching sessions (e.g., asking parents for a dedicated time, asking parents to turn off their cell phones, finding a quieter room in the house, setting siblings up with toys of a video before beginning parent coaching)