A preliminary investigation of using school-based coaches to support intervention fidelity of a classwide behavior management program

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.

KEYWORDS:

• Classroom management
• intervention fidelity
• teacher coaching

Acknowledgments

We would like to acknowledge LeAnne Johnson and Blair P. Lloyd for their helpful comments in preparing this article.

Funding

This research was supported by the Institute of Education Sciences, Department of Education (R324A120344). The first author was supported by a grant from the Office of Special Education Programs (H325D120091).

Additional information

Notes on contributors

Allison F. Gilmour

Allison F. Gilmour is a doctoral candidate in the Department of Special Education at the Peabody College of Vanderbilt University. Her research interests are improving teaching quality for students with or at risk for disabilities, special education policy evaluation, and quantitative methods.

Joseph H. Wehby

Joseph H. Wehby is an Associate Professor in the Department of Special Education at the Peabody College of Vanderbilt University. His research interests are in classroom management, adaptive behavioral interventions for students with emotional/behavioral disorders, and observational methods.

Terrell M. McGuire

Terrell M. McGuire is a project coordinator at the Peabody College of Vanderbilt University. Her research interests include positive behavioral supports and teacher training on effective interventions for students with and at risk for problem behavior.