The purpose of this investigation was to explore how the implementation of coaching, adult learning principles, and the use of role-play impacts Early Intervention (EI) providers who are using coaching strategies. Method: This study utilized an AB design to investigate the direct effect of role-play and coaching with adult learning principles onparticipants’ use of coaching strategies. Participants in this study included four English speaking EI providers with three years or less of experience working with families specifically in the field of EI. The dependent variable (DV) of independent use of coaching strategies was measured at the start of every intervention session through a brief role play scenario. The intervention phase of an introduction/orientation, six intervention sessions, and a final seventh data collection session spanned six weeks. Results: All participants had at least four successive data points outside the upper band of the two-stranded deviation band analysis. These results demonstrate a statistically significant increase in independent utilization of the coaching strategies upon introduction of the intervention. Conclusion: This study’s findings emphasize the impact of adult learning principles, role-play, and the use of coaching strategies to increase the use of coaching strategies with EI providers. Future research should examine the effect of practicing coaching strategies within role play to the independent use of coaching strategies when working directly with families.
