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

Abstract

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.

Preliminary Study of the Effects of BEST in CLASS–Elementary on Outcomes of Elementary Students With Problem Behavior

“…Following the reflective and performance–feedback component of the meeting, the coaching cycle begins again with goal setting and the development of an action plan. See Sutherland et al (2015) and Sutherland, Conroy, Algina, et al (2018) for a more detailed description of the practice-based coaching component of BEST in CLASS-E.…”

Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications From a Randomized Controlled Trial of BEST in CLASS

“…Throughout the study, implementation fidelity data were collected, including coaching and dosage, as well as the level and quality of the key practices constituting the BEST in CLASS intervention. For a detailed description of the BEST in CLASS data collection, including coaching and teacher fidelity procedures, refer to the appendix, and see Sutherland et al (2018), Sutherland et al (2015), and Sutherland, McLeod, Conroy, Abrams, and Smith (2014).…”

Coaching Teachers to Implement the Good Behavior Game: A Direct Training Approach

“…The intervention description may also be supplemented by an explanation of any relevant underlying theory, rationale, or research to justify the practice or approach (Fixsen, Blasé, Metz, & Naoom, 2014). The steps are subsequently explained in the context of an implementation process (Brock & Carter, 2017), and teachers should gain an understanding of how the intervention is intended to affect student outcomes (Sutherland, Conroy, Vo, & Ladwig, 2015).…”

“…This feedback is important to provide during training to increase the teacher’s understanding of the intervention and reduce the number of errors likely to occur when the teacher is implementing the intervention independently in the classroom. Some trainers may prefer to interrupt the teacher’s practice to provide feedback (Gilbertson et al, 2007), whereas others may wait until after the teacher rehearses or role-plays the intervention in its entirety (Sutherland et al, 2015).…”