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ERIC Number: EJ1132788
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1045-988X
A Preliminary Investigation of Using School-Based Coaches to Support Intervention Fidelity of a Classwide Behavior Management Program
Gilmour, Allison F.; Wehby, Joseph H.; McGuire, Terrell M.
Preventing School Failure, v61 n2 p126-135 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A120344; H325D120091