Adapting school‐based implementation support from in‐person to virtual: An experimental evaluation of a virtual coaching program to improve intervention fidelity

Intervention fidelity is crucial in ensuring efficient and quality support for students in need. Some coaching strategies have evidenced positive impacts on intervention fidelity and virtual coaching has been emerging in recent years, especially during the COVID‐19 pandemic. However, current literature is still limited in examining the effects of virtual coaching. After adapting an evidence‐based set of in‐person coaching materials and procedures into a virtual delivery format, this study used a multiple baseline design to evaluate the efficacy of the virtual coaching program in supporting interventionists who implemented a small‐group reading intervention. Visual analysis and nonparametric analyses demonstrated considerable improvement in interventionists' fidelity after receiving the virtual coaching program. Additionally, surveys from interventionists indicated positive perceptions toward the coaches and the virtual coaching process. Practical implications of virtual coaching and future research directions are discussed. Practitioner Points In‐person intervention coaching can be adapted to virtual coaching to increase the accessibility of coaching services. Synchronous virtual coaching involving observation, feedback, and modeling is effective in significantly increasing intervention fidelity. Graduate students could serve as paraprofessionals to provide effective virtual coaching.