Using Coaching to Support Teacher Implementation of Classroom-based Interventions

Journal of Behavioral Education

Volumn 23, Issue 1, 2014, Pages 150-167

  Reinke, Wendy M ^a   Stormont, Melissa ^a   Herman, Keith C ^a   Newcomer, Lori ^a  

^a UNIVERSITY OF MISSOURI   (United States)

Author keywords

Classroom based intervention; Coaching; Implementation; Prevention

Indexed keywords

EID: 84893784267     PISSN: 10530819     EISSN: 15733513     Source Type: Journal    
DOI: 10.1007/s10864-013-9186-0     Document Type: Article

References (52)

1. Barrett, E. R., & Davis, S. (1995). Perceptions of beginning teachers' needs in classroom management. Teacher Education and Practice, 11, 22-27.
2. Brophy, J. E. (1996). Teaching problem students. New York, NY: Guilford Press.
3. Cappella, E., Reinke, W. M., & Hoagwood, K. (2011). Advancing Intervention Research in School Psychology: Finding the Balance between Process and Outcome for Social and Behavioral Interventions. School Psychology Review, 40, 455-464.
4. Coladarci, T., & Gage, N. L. (1984). Effects of minimal intervention on teacher behavior and student achievement. American Education Research Journal, 1, 236-248.
5. Colvin, G., Sugai, G., Good, R. H., & Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-363.
6. Darling-Hammond, L. (2009). Recognizing and enhancing teacher effectiveness. The International Journal of Educational and Psychological Assessment, 3, 1-24.
7. Denton, C. A., & Hasbrouck, J. (2009). A description of instructional coaching and its relationship to consultation. Journal of Educational and Psychological Consultation, 19, 150-175. doi: 10. 1080/10474410802463296.
8. DePry, R. L., & Sugai, G. (2002). The effect of active supervision and pre-correction on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255-267. doi: 1053-0819/02/1200-0255/0.
9. Driscoll, K. C., Wang, L., Mashburn, A. J., & Pianta, R. C. (2011). Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program. Early Education and Development, 22, 593-619. doi: 10. 1080/10409289. 2010. 502015.
10. Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327-350. doi: 10. 1007/s10464-008-9165-0.
11. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. doi: 10. 1111/j. 1467-8624. 2010. 01564. x.
12. Espin, C., & Yell, M. (1994). Critical indicator of effective teaching for preservice teachers: Relationships between teaching behaviors and ratings of effectiveness. Teacher Education and Special Education, 17, 154-169.
13. Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
14. Fixsen, D., Naoom, S., Blase, K., Friedman, R., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL, University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
15. Forman, S. G., Olin, S., Hoagwood, K., Crowe, M., & Saka, N. (2009). Evidence-based intervention in schools: Developers' views of implementation barriers and facilitators. School Mental Health, 1, 26-36. doi: 10. 1007/s12310-008-9002-5.
16. Gottfredson, G. D., Jones, E. M., & Gore, T. W. (2002). Implementation and evaluation of a cognitive-behavioral intervention to prevent problem behavior in a disorganized school. Prevention Science, 3, 43-56.
17. Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R., & Hill, K. G. (1999). Preventing adolescent health-risk behaviors by strengthening protection during childhood. Archives of Pediatrics and Adolescent Medicine, 153, 226-234.
18. Hemmeter, M. L., Snyder, P., Kinder, K., & Artman, K. (2011). Impact of performance feedback delivered via electronic mail on preschool teachers' use of descriptive praise. Early Childhood Research Quarterly, 26, 96-109.
19. Houston, W. R., & Williamson, J. L. (1992). Perceptions of their preparation by 42 Texas elementary school teachers compared with their responses as student teachers. Teacher Education and Practice, 8, 27-42.
20. Ialongo, N., Poduska, J., Werthamer, L., & Kellam, S. (2001). The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioral Disorders, 9, 146-160.
21. Ingersoll, R. M. (2002). High turnover plagues schools. USA Today, 13A.
22. Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
23. Kellam, S. G., Ling, X., Merisca, R., Merisca, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-185.
24. Kim, Y., & Stormont, M. (2012). Factors associated with South Korean early childhood educators' observed behavior support strategies. Journal of Positive Behavior Interventions, 14, 78-96.
25. Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33, 279-299.
26. Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of pre-correction and active supervision on the recess behavior of elementary students. Education and Treatment of Children, 23, 109-121.
27. National Research Council. (2002). Minority students in special and gifted education. Committee on minority representation in special education. Washington, DC: National Academy Press.
28. National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. Washington, DC: National Academies Press.
29. Noell, G. H., Duhon, G. J., Gatti, S. L., & Connell, J. E. (2002). Consultation, follow-up, and implementation of behavior management interventions in general education. School Psychology Review, 31, 217-234.
30. Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87-106.
31. Pas, E., Bradshaw, C., & Cash, A. (in press). Coaching classroom-based preventive interventions. In M. Weist, N. Lever, C. Bradshaw, & J. Owens (Eds.), Handbook of school mental health (2nd ed.). New York: Springer.
32. Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teachers' psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review, 38, 510-532.
33. Reinke, W. M., Frey, A., Herman, K. C., & Thompson, C. V. (in press-a). Improving engagement and implementation of interventions for children with behavior problems in home and school settings. In H. Walker & F. Gresham (Eds.), Handbook of evidence-based practices for students having emotional and behavioral disorders. New York: Guildford Press.
34. Reinke, W. M., Herman, K. C., & Sprick, R. (2011a). Motivational interviewing for effective classroom management: The classroom check-up. New York: Guilford Press.
35. Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom Level Positive Behavior Supports in Schools Implementing SW-PBIS: Identifying Areas for Enhancement. Journal of Positive Behavior Interventions, 15, 39-50.
36. Reinke, W. M., Herman, K. C., Stormont, M., Newcomer, L., & David, K. (in press-b). Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention. Administration and Policy in Mental Health and Mental Health Services Research.
37. Reinke, W. M., Lewis-Palmer, T., & Martin, E. (2007). The effect of visual performance feedback on teacher behavior-specific praise. Behavior Modification, 31(3), 247-263.
38. Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: A classwide consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37, 315-332.
39. Reinke, W. M., & Newcomer, L. (2010). Brief classroom interaction observation revised (BCIO-R). Columbia: University of Missouri publication.
40. Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011b). Supporting children's mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26, 1-13.
41. Reinke, W. M., Stormont, M., Webster-Stratton, C., Newcomer, L., & Herman, K. C. (2012). The Incredible Years Teacher Training: Using coaching to support generalization to real world classroom settings. Psychology in the Schools, 49, 416-428.
42. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380. doi: 10. 1353/etc. 0. 0007.
43. Smith, S. C., Lewis, T. J., & Stormont, M. (2011). The effectiveness of two universal behavioral supports for children with externalizing behavior in Head Start classrooms. Positive Behavior Interventions, 13, 133-143. doi: 10. 1177/1098300710379053.
44. Solomon, B. G., Klein, S. A., & Politylo, B. C. (2012). The effect of performance feedback on teachers' treatment integrity: A meta-analysis of the single-case literature. School Psychology Review, 41, 160-175.
45. Stormont, M., Reinke, W., & Herman, K. (2011). Teachers' knowledge of evidence-based interventions and available school resources for children with emotional and behavioral problems. Journal of Behavioral Education, 20(2), 138-147.
46. Stormont, M., Reinke, W. M., Newcomer, L., Darney, D., Lewis, C. (2013). Coaching teachers' use of social behavior interventions to improve children's outcomes: A review of the literature. Manuscript submitted for publication.
47. Tapp, J. (2004). Multi-option observation system for experimental studies (MOOSES). Accessed from: http://kc. vanderbilt. edu/mooses/mooses. html.
48. Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Belmont, CA: Thomson Brooks/Cole Publishing Co.
49. Webster-Stratton, C., Reid, M., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30, 283-302. doi: 10. 1207/S15374424JCCP3003_2.
50. Webster-Stratton, C., Reid, M., & Hammond, M. (2004). Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33, 105-124. doi: 10. 1207/S15374424JCCP3301_11.
51. Webster-Stratton, C., Reid, M., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years teacher and child training programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49, 471-488. doi: 10. 1111/j. 1469-7610. 2007. 01861. x.
52. Wenz-Gross, M., & Upshur, C. (2012). Implementing a primary prevention social skills intervention in urban preschools: Factors associated with quality and fidelity. Early Education and Development, 23, 427-450. doi: 10. 1080/10409289. 2011. 589043.