Setting-Level Influences on Implementation of the Responsive Classroom Approach

Abstract

We used mixed methods to examine the association between setting-level factors and observed implementation of a social and emotional learning intervention (Responsive Classroom® approach; RC). In study 1 (N = 33 3rd grade teachers after the first year of RC implementation), we identified relevant setting-level factors and uncovered the mechanisms through which they related to implementation. In study 2 (N = 50 4th grade teachers after the second year of RC implementation), we validated our most salient Study 1 finding across multiple informants. Findings suggested that teachers perceived setting-level factors, particularly principal buy-in to the intervention and individualized coaching, as influential to their degree of implementation. Further, we found that intervention coaches' perspectives of principal buy-in were more related to implementation than principals' or teachers' perspectives. Findings extend the application of setting theory to the field of implementation science and suggest that interventionists may want to consider particular accounts of school setting factors before determining the likelihood of schools achieving high levels of implementation.

Assessing Readiness for Change Among School Professionals and Its Relationship with Adoption and Reported Implementation of Mental Health Initiatives

“…Likewise, these results indicate that in schools where principals are perceived to be holding teachers more accountable to implementation procedures, the readiness of the teacher community is higher. This is consistent with past research demonstrating that principal support and buy-in for new initiatives are related to teacher integrity behaviors (Wanless et al, 2013). Further, principal readiness was correlated (r = .45) with perceptions of principal accountability indicating that administrators that are perceived as more ready are also those that are viewed as demonstrating more prioritization of and personal responsibility for PBS in their schools.…”

Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality

“…Research in this area has just begun and preliminary findings are mixed suggesting more work is needed. In some related research, ratings by educational leaders (elementary principals) do not show high predictive validity (Wanless et al 2013), but in other research, ratings by leaders (preschool directors) show greater potential as readiness raters (Wanless et al 2015a, b, c). Most articles here rely heavily on teacher report, but some incorporate other perspectives, such as Lochman et al's (2015) use of student report.…”

“…Although many organizations may appear to have a high level of readiness because they sought out the EBI and the funding for it (motivation), it may be important to consider other indicators of readiness that influence the implementation process. Teachers report that even when their principals volunteer their school for training on a new EBI, motivation is not always evident in principal actions and priorities (Wanless et al 2013). In fact, low readiness may be surprisingly prevalent.…”

The Sustainability of a National Reading Reform Initiative in Two States

“…They also highlighted the importance of principal leadership, support, and buy-in as key factors in RF sustainability. In a recent study of setting-level influences on implementation of the responsive classroom approach, Wanless, Patton, Rimm-Kaufman, and Deutsch (2012) found that teachers perceived principals' judgments about the importance of the intervention (i.e., their buy-in) as highly influential in determining the degree of implementation. Teachers identified the following specific beliefs or behaviors by principals as important: (a) a belief that the intervention would improve student outcomes; (b) promoting consistency in adherence to the intervention; and (c) making accommodations in scheduling, and providing resources that enabled teachers to implement the intervention effectively.…”