A preliminary investigation of using school-based coaches to support intervention fidelity of a classwide behavior management program. Issue 2 (3rd April 2017)

• Record Type: Journal Article
• Authors: Gilmour, Allison F.; Wehby, Joseph H.; McGuire, Terrell M.
• Is Part Of: Preventing school failure. Volume 61:Issue 2(2017)
• Page Start: 126
• Page End: 135
• Publication Date: 2017-04-03
• Subjects: Classroom management -- intervention fidelity -- teacher coaching; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2016.1214907
• Languages: English
• ISSNs: 1045-988X

Abstract

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.