Exploratory Analysis of a Consultative Coaching Model Applied in Early Childhood Classrooms

ABSTRACT

This study evaluates a consultation coaching model aimed to improve positive-learning environment practices and teachers’ instructional style and affect in early childhood (EC) classrooms. Teachers in 15 EC classrooms participated as consultees. The consultative coaches received training that included learning (a) specific content based on evidence-based practices in positive and preventative classroom strategies, (b) coaching practices, and (c) implementation processes. Consultative coaching targeting research-based Tier I positive support environments and instructional social-emotional learning strategies occurred over an 8-week period, and included baseline and ongoing observations, feedback, and joint planning with the EC teachers. Observations using multiple measures examined the influence of coaching. Pre- to post-consultation data suggest this model holds potential for (a) increasing positive, preventative classroom qualities and (b) fostering positive change in teachers’ instruction. Implications and future directions for an efficacy trial to confirm causal hypotheses regarding the role of consultative coaching practices in EC classrooms are addressed.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Karen C. Stoiber

Karen C. Stoiber is Professor of Educational Psychology and Kellner Endowed Chair in Early Childhood at the University of Wisconsin-Milwaukee. Her research and scholarly interests include promoting and investigating implementation of evidence-based practices, facilitating multi-tiered systems of support frameworks, and the integration of social-emotional learning into early intervention approaches.

Maribeth Gettinger

Maribeth Gettinger, Ph.D. is Professor Emeritus of Educational Psychology at the University of Wisconsin-Madison. Her research and scholarly interests include fostering evidence-based early literacy practices, increasing opportunities for learning, and proactive classroom management.

Zachary A. Bella

Zachary A. Bella is a doctoral student in the school psychology program at the University of Wisconsin-Milwaukee. His research interests include early childhood intervention, consultation, and the intersection of neurodevelopmental disorder evaluations and subsequent access to community-based services/supports.

K. Leigh Monahan

K. Leigh Monahan is a doctoral candidate studying school psychology at the University of Wisconsin-Milwaukee. Her research interests include investigating ways to support the behavioral and academic needs of students in early childhood education settings and the impact of secondary traumatic stress on school personnel.