Literaturnachweis - Detailanzeige
Autor/inn/en | Samudre, Mark D.; LeJeune, Lauren M. |
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Titel | The Effect of Feasible Coaching Supports on Treatment Fidelity to a MultiComponent Behavioral Intervention |
Quelle | In: Elementary School Journal, 124 (2023) 2, S.322-342 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-5984 |
DOI | 10.1086/727227 |
Schlagwörter | Coaching (Performance); Program Implementation; Fidelity; Elementary School Teachers; Elementary School Students; Kindergarten; Grade 1; Grade 2; Training; Behavior; Intervention |
Abstract | There is an apparent need to identify resource- and time-efficient approaches to supporting teacher implementers of behavioral interventions. The purpose of this study was to evaluate the effectiveness of a brief training and intermittent performance feedback coaching model on teacher implementation of a multicomponent behavioral intervention. Participants were three elementary general education teachers and their classes of students in grades K-2. Teachers were trained on Class-Wide Function-Related Intervention Teams procedures, and results were analyzed within the context of a single-case multiple-probe-across-participants design. All teachers met a predetermined performance criterion for treatment fidelity following implementation of the brief training and performance feedback; thus, a functional relation was evident. Group on-task behavior also increased in all classrooms, but a functional relation was not evident. (As Provided). |
Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |