Coaching Teachers' Use of Social Behavior Interventions to Improve Children's Outcomes: A Review of the Literature

Autor/inn/en	Stormont, Melissa; Reinke, Wendy M.; Newcomer, Lori; Marchese, Dana; Lewis, Carla
Titel	Coaching Teachers' Use of Social Behavior Interventions to Improve Children's Outcomes: A Review of the Literature
Quelle	In: Journal of Positive Behavior Interventions, 17 (2015) 2, S.69-82 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300714550657
Schlagwörter	Social Behavior; Intervention; Coaching (Performance); Behavior Problems; Behavior Modification; Literature Reviews; Teachers; Fidelity + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Behaviour modification; Verhaltensänderung; Lehrer; Lehrerin; Lehrende
Abstract	Children with social behavior problems need teachers who are prepared to use evidence-based interventions to increase their likelihood of success. However, it is clear that teachers do not feel prepared to support children in this area. One approach for supporting teachers in using more effective interventions for children with behavior needs is the use of coaching. The purpose of this review of the literature is to explore the research to date that specifically targets coaching teachers on the use of social behavior interventions to improve children's social behavior outcomes. Criteria were established to increase the generalizability of the results of the review and 29 studies met inclusionary criteria. Of these studies, 86% documented positive findings and the remaining documented neutral findings. Only 31% of studies documented a measure of integrity for the coaching process. Main findings and implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01