Adapting School-Based Implementation Support from In-Person to Virtual: An Experimental Evaluation of a Virtual Coaching Program to Improve Intervention Fidelity

Autor/inn/en	Wang, Jiayi; Begeny, John C.; Durling, Jesslyn M.; Newson, Natasha K.
Titel	Adapting School-Based Implementation Support from In-Person to Virtual: An Experimental Evaluation of a Virtual Coaching Program to Improve Intervention Fidelity
Quelle	In: Psychology in the Schools, 60 (2023) 10, S.3961-3978 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Jiayi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22962
Schlagwörter	Coaching (Performance); Computer Mediated Communication; Intervention; Fidelity; COVID-19; Pandemics; Program Effectiveness; Program Implementation; Small Group Instruction; Reading Instruction; Synchronous Communication; Observation; Feedback (Response); Graduate Students; Paraprofessional School Personnel + Suchen Sie Ihr Suchwort? Computerkonferenz; Leseunterricht; Beobachtung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01