Implementation Integrity of Practice-Based Coaching: Preliminary Results from the BEST in CLASS Efficacy Trial

Autor/inn/en	Sutherland, Kevin S.; Conroy, Maureen A.; Vo, Abigail; Ladwig, Crystal
Titel	Implementation Integrity of Practice-Based Coaching: Preliminary Results from the BEST in CLASS Efficacy Trial
Quelle	7 (2015) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1007/s12310-014-9134-8
Schlagwörter	Early Intervention; Early Childhood Education; Best Practices; Behavior Problems; At Risk Students; Behavior Disorders; Emotional Disturbances; Longitudinal Studies; Coaching (Performance); Faculty Development; Preschool Teachers; Observation; Preschool Children; Experimental Groups; Control Groups; Teacher Competencies; Comparative Analysis; Behavior Modification; Program Effectiveness; Prompting; Modeling (Psychology); Teacher Attitudes; Fidelity + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gefühlsstörung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Beobachtung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrkunst; Behaviour modification; Verhaltensänderung; Benutzerführung; Modeling; Modelling; Modellierung; Lehrerverhalten
Abstract	The purpose of this article is to describe the practice-based coaching model used in BEST in CLASS, a Tier-2 classroom-based intervention comprised of evidence-based instructional practices designed to prevent and ameliorate the chronic problem behaviors of young children at risk for the development of emotional/behavioral disorders. Following a description of the model, data from year two of an ongoing 4-year randomized control trial are presented that describe (a) the amount (i.e., dosage) of coaching teachers received during BEST in CLASS implementation, (b) the integrity with which coaches implemented the BEST in CLASS coaching model, and (c) subsequent teacher implementation of the BEST in CLASS strategies. Forty-eight (23 BEST in CLASS; 25 comparison) teachers and ten coaches participated in this descriptive study. Data indicate that following coaches' observations, teachers received approximately 30 min of practice-based coaching during coaching meetings each week of implementation, and integrity data indicate that coaches implemented the critical coaching skills during the coaching meetings with integrity. Adherence data indicate that teachers in the treatment group increased their extensiveness of the use of BEST in CLASS practices at both post-treatment and 1-month follow-up compared to comparison teachers; competence data indicated that teachers in the treatment group increased the quality of delivery of practices at post-treatment compared to comparison teachers. Implications of these findings for both future research and practice-based coaching implementation are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01