Using Coaching to Support Teacher Implementation of Classroom-Based Interventions: Initial Results from an Efficacy Trial of the Incredible Years Teacher Classroom Management Program

Introduction:  Disruptive behavior in the classroom takes time away from instruction, disrupts student academic and social growth, and contributes to student and teacher stress, making effective behavior management vital to student learning, problem solving and emotional health. Therefore, programs that offer support to teachers in implementation of effective classroom management have the potential to improve teacher skills and positive outcomes for students.  However, in order to support teachers’ use of new interventions it is vital to understand factors that influence implementation (Aarons, Hulburt, & Horwitz, 2011; Leff, Hoffman, & Gullan, 2009).  The Incredible Years Teacher Classroom Management program (IY TCM; Webster-Stratton, 1997) is a group delivered video-based modeling program designed to reduce the multiple risk factors associated with classroom management practices, early-onset conduct problems and emotional and social difficulties in young children by training teachers in effective practices. One integral part of the IY TCM program is the rigor with which teachers are supported in learning key concepts across multiple trainings and then subsequently supported in using them with ongoing one-on-one sessions with IY TCM coaches in their classrooms.  Within a group randomized efficacy trial evaluating IY TCM, coaching activities and teacher quality of implementation were measured longitudinally.  This study evaluates the association between coaching and teacher quality of implementation of IY TCM practices. 

Method: Six urban schools serving primarily African American (74%) and White (25%) students participated. Across two years, 34 teachers were trained in the IY TCM program.  Coaching data including dosage, duration of coaching, coaching session activities, coach perception of teacher engagement with coaching, and coach fidelity to the coaching process were measured over time.  In addition, teacher quality of implementation of IY TCM practices was measured across the academic year. 

 Results: Data across measures of teacher implementation and coaching activities will be presented.  The interplay between coaching and teacher quality of implementation will be examined. Further, descriptive data will be presented to help inform program implementers and researchers of specific coaching practices, challenges, and needs for future research.

 Discussion: The importance of coaching as a support system for enhancing implementation quality of classroom-based preventive intervention will be discussed.  Further, the dynamic process by which coaches provide support to teacher and the associated complexities will be highlighted.