Coaching Utilization and Implementation Fidelity for Self-Regulation Interventions in Low-Income Preschool Classrooms

Introduction: Self-regulation has a foundational role in promoting wellbeing across the lifespan. Preschool is an ideal early intervention opportunity both developmentally and structurally: teachers typically have early childhood training and some flexibility in curricular content. Two strategies show evidence for promoting development of self-regulation with this age group: (1) direct skills instruction and (2) co-regulation from warm caregivers in a structured environment. This study evaluates the synergistic effects of these approaches using the complementary programs of Incredible Years Classroom Dinosaur Curriculum (IY Dina) and Incredible Years Teacher Classroom Management (IYT). With consultation from developer Webster-Stratton, training for these two programs has been combined into four two-day workshops delivered across the school year. During the training year, preschool teachers in low-income classrooms deliver IY Dina universally to their students, with coaching support to promote fidelity. This presentation will describe the uptake of this real-world IY Dina delivery model, where teachers are fully responsible for leading lessons, facilitating group activities, and promoting skills throughout the preschool day.

Method: In an ongoing randomized trial, teachers and teaching assistants in 27 low-income preschool classrooms assigned to the intervention group are provided with eight days of training and asked to implement IY Dina in their classrooms twice per week. In addition to training, teachers have individual coaching opportunities twice per month. Depending on teacher preference, coaches can model lesson delivery, assist in small group facilitation, or observe and provide reflective supervision and feedback. Coaches track their activities with each teacher, and teachers document their implementation of IY Dina. Throughout the year, an independent, trained rater visits each classroom once per month to rate fidelity of IY Dina delivery.

Results: This presentation provides data on training attendance, coaching utilization, and implementation fidelity for 27 intervention classrooms. Specifically, we report on: (1) proportion of training attended by teachers and their assistants; (2) quantity and type of coaching utilized by each classroom; (3) teacher report of IY Dina delivery; and (4) observer ratings of IY Dina fidelity. We explore the relation of training and coaching utilization to observed fidelity, and discuss qualitative data on teacher experiences with implementation.

Conclusion: Broad scale-up of self-regulation interventions requires implementation within existing settings. Implementation supports needed for faithful program delivery are described, along with practical strategies for overcoming barriers to recruitment and buy-in.