School-Wide Positive Behavior Support Telecoaching in a Rural District

McDaniel, Sara C.; Bloomfield, Bradley S.

doi:10.1177/0047239519886283

Cited by 12 publications

(7 citation statements)

References 47 publications

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“…Three studies (14%) used mixed methods designs (Anyon et al, 2016 ; Livet et al, 2018 ; Poduska & Kurki, 2014 ) and five were randomised controlled trials (RCTs) (Becker et al, 2014 ; Bradshaw et al, 2008 , 2010 ; Fallon et al, 2018 ; Reinke et al, 2012 ). Seven studies used quantitative non-experimental designs including single arm (non-experimental) design with pre-post analysis (3 studies) (Cook et al, 2015 ; McDaniel & Bloomfield, 2020 ; von der Embse et al, 2019 ), cross-sectional study (2 studies) (Johnson et al, 2018 ; Pas et al, 2015 ), and multiple baseline design (2 studies) (Hagermoser Sanetti et al, 2018 ; Oliver et al, 2015 ). Six studies used qualitative designs (Arnold et al, 2020 ; Freeman et al, 2014 ; Hudson et al, 2020 ; Leadbeater et al, 2012 ; Lohrmann et al, 2008 ; Mendenhall et al, 2013 ).…”

Section: Resultsmentioning

confidence: 99%

“…The other two qualitative studies (Freeman et al, 2014 ; Lohrmann et al, 2008 ) had not adequately based their findings on derived data and we could not tell if ‘the interpretation of results were sufficiently substantiated by the data’ and if there was ‘coherence between qualitative data sources, collection, analysis and interpretation’. The quantitative non-experimental studies were of relatively high quality with five out of seven studies meeting all seven of the quality criteria (Cook et al, 2015 ; Johnson et al, 2018 ; McDaniel & Bloomfield, 2020 ; Oliver et al, 2015 ; Pas et al, 2015 ). The other two quantitative non-experimental studies met six of the quality criteria; however, there was not enough detail about the demographics of the target population to determine if the sample was representative (Hagermoser Sanetti et al, 2018 ; von der Embse et al, 2019 ).…”

Section: Resultsmentioning

confidence: 99%

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Strategies for Enhancing the Implementation of Universal Mental Health Prevention Programs in Schools: A Systematic Review

et al. 2022

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A number of school-based mental health prevention programs have been found to be effective in research trials, but little is known about how to support implementation in real-life settings. To address this translational problem, this systematic review aims to identify effective strategies for enhancing the implementation of mental health prevention programs for children in schools. Four electronic databases were searched for empirical, peer-reviewed articles in English from January 2000 to October 2021 reporting the effects of implementation strategies for school-based universal mental health programs. Twenty-one articles were included in the narrative synthesis and assessed for quality using the Mixed Methods Appraisal Tool. Twenty-two strategies were found to be effective at improving program fidelity or adoption. The strategies with the strongest positive evidence base were those that involved monitoring and provision of feedback, engaging principals as program leaders, improving teachers’ buy-in and organising school personnel implementation meetings. We recommend school-based practitioners trial strategies with positive findings from this review as part of their continuous quality improvement. This review highlights the pressing need for large-scale, randomised controlled trials to develop and trial more robust strategies to enhance adoption, as the five implementation studies found to measure adoption used qualitative methods limited by small samples sizes and case study designs.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Strategies for Enhancing the Implementation of Universal Mental Health Prevention Programs in Schools: A Systematic Review

et al. 2022

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“…Two years of outcome and fidelity data indicated increased implementation fidelity and decreased discipline infractions across four schools in rural Maine. McDaniel and Bloomfield (2020) expanded technology for coaching supports to four schools in a rural district in Alabama. Within one school year, telecoaching on PBIS produced collateral improvements on student behavior with variable responding in attendance data.…”

Section: Rural Schools: a Unique Contextmentioning

confidence: 99%

Examining Rural School Implementation of Positive Behavioral Supports Across Tiers

Chaparro

Kittelman

McDaniel

et al. 2022

Rural Special Education Quarterly

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Positive Behavioral Interventions and Supports (PBIS) is a prevention-oriented multitiered system of support. In this article, we discuss how PBIS implementation might be different for schools in rural settings. We used two subsamples of an extant data set of 11,561 schools in 44 U.S. states reporting on PBIS implementation fidelity during the 2018-19 school year. We examined PBIS implementation in rural and nonrural settings using a subsample of 6,631 schools during their first five years of PBIS implementation (2014-15 to 2018-19 school years). Further, we used a subsample of 2,266 schools to examine differences in implementation for rural schools, specifically ( n = 1,215) in their first five years of PBIS implementation (2014-15 to 2018-19) compared to rural schools ( n = 1,051) implementing six or more years (2000-01 to 2013-14). Rural schools differ from other school locales in the implementation of Tiers 2 and 3 systems during initial implementation. When examining the implementation in rural schools implementing PBIS for five or fewer years to those implementing for six years or more, those implementing longer had higher scores at Tiers 2 and 3. Practical implications across all three tiers, special education, and rural locales are presented.

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“…Virtual coaching saves time and money and is effective in the context of online learning and distance education (Rock et al, 2011), as well as in blended and face-to-face settings (Anderson, 2020). It has been shown to be effective in rural settings as an alternative to in-person coaching (McDaniel & Bloomfield, 2020), as well as in districts that cannot afford to hire full-time school-based coaches or to train and support coaches to become experts in all areas (Matsumura et al, 2016). Virtual coaching has supported teacher implementation of technology tools and strategies, the transformation of instructional practices for student impacts, and reflective practices for professional growth (Anderson, 2020).…”

Section: Current Research In Virtual Coachingmentioning

confidence: 99%

Coaching Virtually to Support Professional Learning

Rowland

Myers

Elford

et al. 2021

J Spec Educ Technol

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Virtual coaching is emerging as a feasible method of providing ongoing, job-embedded, personalized professional learning to educators. This manuscript details how virtual coaching is different from on-site coaching in education. It describes field-tested strategies and technologies a coach can use to be successful when coaching virtually. There are key steps in the process for fully understanding an educator’s context, the students they support, building relationships, identifying locus of control, setting goals, choosing interventions, implementing change, tracking data, and engaging in reflection that are unique to coaching online. Specific technology tools can help facilitate each of these steps in the process. In this manuscript, we describe technology tools that virtual coaches used in their literacy coaching work. We organize these tools around a virtual coaching model, which was built specifically to coach educators in virtual spaces. We include a description of each phase, the technology that can be used to facilitate progress, a field-based example of its use, the time typically spent in each phase, and sample questions coaches may ask educators to support progression through the phases. In addition, we highlight current research on professional learning and virtual coaching.

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School-Wide Positive Behavior Support Telecoaching in a Rural District

Cited by 12 publications

References 47 publications

Strategies for Enhancing the Implementation of Universal Mental Health Prevention Programs in Schools: A Systematic Review

Strategies for Enhancing the Implementation of Universal Mental Health Prevention Programs in Schools: A Systematic Review

Examining Rural School Implementation of Positive Behavioral Supports Across Tiers

Coaching Virtually to Support Professional Learning

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