Effects of Intensive Coaching on Educator Implementation of a Comprehensive Function-Based Intervention Package

Autor/inn/en	Pollack, Marney S.; Staubitz, Johanna L.; Lloyd, Blair P.
Titel	Effects of Intensive Coaching on Educator Implementation of a Comprehensive Function-Based Intervention Package
Quelle	In: Journal of Behavioral Education, 32 (2023) 2, S.334-361 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pollack, Marney S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-021-09446-1
Schlagwörter	Coaching (Performance); Program Effectiveness; Fidelity; Intervention; Program Implementation; Public School Teachers; Behavior Modification; Applied Behavior Analysis; Training; Student Behavior; Faculty Development + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Ausbildung; Student behaviour; Schülerverhalten
Abstract	The effectiveness of a behavior intervention package depends heavily on the ability of authentic educators to implement procedures with fidelity. However, much of the training literature focuses on teaching educators to implement procedures with relatively few components (Kirkpatrick Journal of Behavioral Education 28(3): 344-361, 2019). We used a multiple probe across participants design to evaluate the effects of intensive coaching on educator fidelity of a comprehensive, function-based intervention package (skill-based treatment; Hanley Journal of Applied Behavior Analysis 47(1): 16-36, 2014) for three public school staff members with no previous training in applied behavior analysis. Relative to a workshop-style behavioral skills training session, intensive coaching increased educators' fidelity to criterion levels. Criterion fidelity in one or both major intervention intervals generalized from implementation with an actor to implementation with a target student, and subsequently to implementation with the student in his regularly assigned classroom. Staff reported the training package to be feasible and the intervention to be effective for improving their student's behavior. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01