Integrating Evidence-Based Training, Coaching, and Consultation in Head Start

Schools have an increasingly important role in meeting the emotional and behavioral needs of children. One promising approach involves teacher training to promote high quality classrooms and effective behavior management. Yet, efforts fall short without adequate support for day-to-day application of skills or attention to challenges like building stakeholders’ motivation to engage in training and to support change. We describe a consultation model designed to address these challenges and support one evidence-based classroom approach, The Incredible Years Classroom Management Teacher Training Program (IYS-TP). We drew from Reinke and colleagues’ Classroom Check Up model to (a) engender staff motivation and enhance engagement through a series of data-based feedback, self-assessment, and individualized goal setting loops and (b) support sustained progress by providing ongoing coaching to implement IYS-TP skills in the classroom.

Our target group was 15 classrooms within one large urban Head Start (HS) program. Classroom staff and supervisors received IYS-TP in Year 1 and a booster session in Year 2. IYS-TP-trained consultants provided classroom consultation and coaching in Years 1 and 2 and facilitated a collaborative working group of key stakeholders that met to address systems change challenges. A group of 28 comparison classrooms received HS as usual supports in Year 1 and coaching and consultation (not IYS-TP) in Year 2.

Staff reported high satisfaction with IYS-TP (m=6.17) and found techniques to be very useful in practice (m=6.33), according to their on IYS measures of beliefs about training and use of specific classroom practices (items rated on a 7-point scale). Standardized ratings of classroom quality (i.e., Early Childhood Environments Rating Scale-Revised) collected in the Fall and Spring of each year showed improvements over time, F(3,35)=5.29, p<.05, and a time by group interaction, F(3,35)=2.90, p<.05. Within the target group, scores on the 7-point scale improved from meeting minimal standards at baseline (m=3.62) to accomplishing adequate quality (m =4.30) following IYS-TP. Gains were maintained in Year 2 (m=4.29 [fall], m=4.19[spring]). The consultation-only group showed no change prior to consultation (m=3.78 and m=3.86 in Year 1, m=3.83 in Fall of Year 2), yet demonstrated improvement to the target group following consultation in Year 2 (m=4.15).

We are collecting Year 3 classroom ratings to test whether gains are sustained when classrooms no longer receive training or consultation. Results comparing the full model (training plus consultation) to the consultation-only approach will be discussed in terms of implications for practice in schools with limited resources to implement and sustain evidence-based programs.