NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1054525
Record Type: Journal
Publication Date: 2015-Apr
Pages: 14
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1098-3007
Coaching Teachers' Use of Social Behavior Interventions to Improve Children's Outcomes: A Review of the Literature
Stormont, Melissa; Reinke, Wendy M.; Newcomer, Lori; Marchese, Dana; Lewis, Carla
Journal of Positive Behavior Interventions, v17 n2 p69-82 Apr 2015
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A100342