Table 3.

Caregiver coaching fidelity checklist

Category	Expected components/ behaviors
Pre-session planning	1. Include link to Zoom meeting with correct day/time and a protected measure (e.g., password or waiting room enabled). Additionally, video should be “on” for both host and participant and join before host option is enabled
	2. Provide caregiver with phone number or other modality of real-time communication
	3. Provide caregiver with instructions for session (e.g., materials needed, directions for environmental arrangement, etc.)
	4. Provide caregiver with agenda for the session (e.g., list of session activities)
Pre-session set-up procedures	1. Check internet and ensure stable connection
	2. Check speaker, mic, and camera to ensure operational
	3. Prepare room for lighting and neutral background
	4. Prepare room to ensure confidentiality (e.g., lock door to room)
	5. Adjust camera to include all trainers
	6. Prepare devices (e.g., computer, tablet, and phone) by minimizing all windows except those needed for session and muting all sounds/notifications
Session procedures	Session introduction
	1. Check of systems (e.g., “can you hear and see me ok”)
	2. Provide a “warm” greeting
	3. Provide praise and descriptive feedback for any improvements made between sessions (e.g., “thanks for fixing your mic, I can hear you great”)
	4. Review previous correspondence/ meeting
	5. Ask caregiver about any progress/ challenges implementing the intervention(s) outside of session
	6. Ask caregiver if they have any questions
	7. Review the appointment plan and priorities for the appointment
	8. Review termination criteria (i.e., safety precautions)
	9. Review a distractor activity for the child (“reset/control”) that will allow the caregiver to talk with the [therapist] and criteria for when to use the distractor
	10. Confirm session priorities prior to beginning coaching
	Coaching on a priority skill
	1. When introducing a new goal or changing a program, provide verbal and written instruction (without technical language), modeling/video-modeling, and role-play
	2. If not introducing a new skill or after introducing the new skill, prompt the caregiver to initiate the program (e.g., FCT or incidental teaching)
	3. Coach the caregiver to implement the program (e.g., FCT or incidental teaching) using immediate feedback
	4. Ask if the caregiver has any questions and answer the questions the caregiver has from the coaching instructions
	Session wrap-up
	1. Conclude the session with a recap of key concepts and next steps
	2. Plan for subsequent meeting based on clinically relevant variables, caregiver preferences, and logistics teaching
	3. End meeting professionally and successfully (e.g., end meeting at a good moment, not when a caregiver is asking a final question; successfully logs out of meeting)
	Other session skills related to telehealth challenges
	1. Remedy any caregiver technical issues
	2. Remedy any remote viewing issues
	3. Remedy disruptions in the client’s environment
	4. Remedy issues related to client or caregiver behavior
	5. Remedy issues related to incorrect responding by caregiver
	Other session skills
	1. Allow extra time during pauses to allow for processing, response time, and internet delays
	2. Takes notes on caregiver comments (e.g., to link content to caregiver comments, to help with report/recommendation writing, to signal listening)
	3. Share computer screen when applicable (reviewing data, presenting new procedure rubrics, etc.) *
	4. Demonstrates professionalism, matched to caregiver style and preferences *

^*Denotes skills different from Neely et al. (2022)