A Preliminary Investigation of Using School-Based Coaches to Support Intervention Fidelity of a Classwide Behavior Management Program

Autor/inn/en	Gilmour, Allison F.; Wehby, Joseph H.; McGuire, Terrell M.
Titel	A Preliminary Investigation of Using School-Based Coaches to Support Intervention Fidelity of a Classwide Behavior Management Program
Quelle	In: Preventing School Failure, 61 (2017) 2, S.126-135 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2016.1214907
Schlagwörter	Behavior Modification; Intervention; Fidelity; Coaching (Performance); Program Implementation; Evidence Based Practice; Teamwork; Contingency Management; Inservice Teacher Education; College School Cooperation; Elementary Schools; Faculty Development; Randomized Controlled Trials; College Faculty; Elementary School Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Krisenbewältigung; Lehrerfortbildung; Elementary school; Grundschule; Volksschule; Fakultät; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Many schools are beginning to implement universal behavior management interventions as part of multitiered systems of support. Past research suggests that teachers need support to implement new practices with fidelity. Coaching is one method for supporting implementation, but little is understood about how coaching takes place when relying on school staff to act as coaches. The goal of this study was to examine the extent to which school-based coaches delivered coaching and to compare the intervention fidelity of teachers randomly assigned to school-based or university-based coaches. The authors worked with school-based staff to develop a nonintensive coaching procedure and schedule. School-based coaches found it challenging to find time to deliver coaching with one school-based coach completing zero coaching sessions. Teachers assigned to the university-based coach maintained intervention fidelity, adherence, and quality over time compared to teachers assigned to the school-based coaches. The results suggest that, under some conditions, school-based coaches may not be able to provide the intensity of support needed for teachers to maintain high levels of fidelity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01