Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence

Fox, Lise; Hemmeter, Mary Louise; Snyder, Patricia; Binder, Denise Perez; Clarke, Shelley

doi:10.1177/0271121411404440

Cited by 141 publications

(131 citation statements)

References 33 publications

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“…Coaching included systematic and cyclical processes of collaborative goal-setting related to practice implementation, providing repeated practice implementation opportunities in job-embedded contexts and engaging in guided reflection with explicit feedback about implementation. This form of practice-focused coaching was demonstrated to be effective for enhancing teachers' implementation of social-emotional practices (Fox et al 2011, positive behavior support strategies (Artman-Meeker and Hemmeter 2012, Vo et al 2012, interactional practices (Pianta et al 2005), literacy practices (Diamond andPowell 2011, McCollum et al 2013) and mathematics practices (Rudd et al 2009). …”

Section: Introductionmentioning

confidence: 99%

Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching

Shannon

Snyder

McLaughlin

2015

Professional Development in Education

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Implementation science defines training and coaching as two important competency components to support fidelity of implementation of evidence-based practices. The present study explores the perspectives of 21 preschool teachers, located in the United States, about the professional development (PD) they received, which included training and coaching. The PD was designed to support their planning, implementation and evaluation of embedded instruction practices for young children with disabilities. The PD involved: 16.5 hours of workshops distributed across four to six weeks; the provision of job-aids; and 16 weeks of on-site coaching or 16 weeks of prompts to engage in self-coaching using a project-developed website. An interpretivist theoretical perspective of symbolic interactionism using grounded theory methods was adopted to guide the analysis of focus group data obtained from teachers following their participation in the PD. We describe the components of the PD that teachers characterized as effectively transcending the web-based and on-site coaching, the challenges they experienced with embedded instruction implementation and their recommendations for enhancing coaching. Implications are offered for considering individual and environmental factors that influence knowledge acquisition and practice implementation in the classroom and sustaining teacher learning through follow-up implementation support.

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Section: Introductionmentioning

confidence: 99%

Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching

Shannon

Snyder

McLaughlin

2015

Professional Development in Education

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“…This study adds to a growing literature base supporting the use of practice-based coaching to improve instructional practices in early childhood classrooms (e.g., Conroy, Sutherland, Algina, et al, 2014;Fox et al, 2011;Snyder, Hemmeter, et al, 2011) and also contributes to the literature on treatment integrity within response to intervention models within schools (Burns, Jacob, & Wagner, 2008;Sanetti & Kratochwill, 2009). This study provides preliminary support for practice-based coaching within Tier-2 intervention models, such as BEST in CLASS, whereby coaches provide support for teachers' implementation of evidence-based instructional practices with young children with chronic problem behavior.…”

Section: Discussionmentioning

confidence: 74%

“…A number of studies (e.g., Conroy, Sutherland, Vo, Carr, & Ogston, 2014;Conroy, Sutherland, Algina, et al, 2014;Fox, Hemmeter, Snyder, Binder, & Clarke, 2011;Hemmeter, Snyder, Kinder, & Artman, 2011) have employed a practice-based coaching model to support teachers' use of effective practices to improve children's social, emotional, and behavioral outcomes. For example, in a recent study Fox et al (2011) examined the relationship between professional development training, including coaching, and teachers' implementation of promotion and prevention practices.…”

Section: Professional Development For Individualizing Instructionmentioning

confidence: 99%

“…For example, in a recent study Fox et al (2011) examined the relationship between professional development training, including coaching, and teachers' implementation of promotion and prevention practices. They found that the dosage of coaching was an important factor associated with high levels of teachers' implementation of selected practices.…”

Section: Professional Development For Individualizing Instructionmentioning

confidence: 99%

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Implementation Integrity of Practice-Based Coaching: Preliminary Results from the BEST in CLASS Efficacy Trial

Sutherland

Conroy

et al. 2014

School Mental Health

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The purpose of this article is to describe the practice-based coaching model used in BEST in CLASS, a Tier-2 classroom-based intervention comprised of evidence-based instructional practices designed to prevent and ameliorate the chronic problem behaviors of young children at risk for the development of emotional/behavioral disorders. Following a description of the model, data from year two of an ongoing 4-year randomized control trial are presented that describe (a) the amount (i.e., dosage) of coaching teachers received during BEST in CLASS implementation, (b) the integrity with which coaches implemented the BEST in CLASS coaching model, and (c) subsequent teacher implementation of the BEST in CLASS strategies. Forty-eight (23 BEST in CLASS; 25 comparison) teachers and ten coaches participated in this descriptive study. Data indicate that following coaches' observations, teachers received approximately 30 min of practice-based coaching during coaching meetings each week of implementation, and integrity data indicate that coaches implemented the critical coaching skills during the coaching meetings with integrity. Adherence data indicate that teachers in the treatment group increased their extensiveness of the use of BEST in CLASS practices at both post-treatment and 1-month follow-up compared to comparison teachers; competence data indicated that teachers in the treatment group increased the quality of delivery of practices at post-treatment compared to comparison teachers. Implications of these findings for both future research and practice-based coaching implementation are discussed.

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“…This flexible model reflects most coaching models in its emphasis on individualized stages of description/instruction, modeling, practice, and reflection through feedback (Cornett and Knight 2009). However, despite the prevalent use of these types of models, only a few coaching models have adequate evidence to support their use (Fox et al 2011;Casey and McWilliam 2011;Suhrheinrich 2011).…”

Section: Coaching In Early Educationmentioning

confidence: 99%

Coaching in Early Education Classrooms Serving Children with Autism: A Pilot Study

Wilson

Dykstra

Watson

et al. 2011

Early Childhood Educ J

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Coaching is gaining attention as a promising professional development approach in early education. However, in practice, many adult educators continue to rely on methods with inconsistent effectiveness, such as one-time trainings and workshops. In addition, there is limited evidence supporting the use of specific coaching models in early education. This article describes the development and pilot study of a coaching model developed to support early education teams in implementation of the supplemental intervention for preschoolers with autism, Advancing Social-communication and Play (ASAP). Two early education teams were assigned to each of the following groups: those who received ASAP training, those who received ASAP training and coaching, and a control group that received no support related to the intervention. Through descriptive analysis of qualitative and quantitative data, preliminary results of this pilot study suggest the coaching model impacted teams' collaborative practices and adherence to key elements of the intervention approach. Implications and practical applications are outlined for early education professionals and researchers who may implement coaching to support intervention efforts for students with autism.

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Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence

Cited by 141 publications

References 33 publications

Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching

Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching

Implementation Integrity of Practice-Based Coaching: Preliminary Results from the BEST in CLASS Efficacy Trial

Coaching in Early Education Classrooms Serving Children with Autism: A Pilot Study

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