Measuring the Problem Solving Effectiveness of School Teams and Evaluating the Efficacy of a Training and Coaching Model to Improve Team Functioning

Introduction: Problem solving is an ongoing activity used by school teams in which problems are identified and solutions are developed with the goal of improving student outcomes. Team-Initiated Problem Solving (TIPS), a training and coaching model, was developed to teach school teams to use behavioral and academic progress-monitoring data to define and solve problems. The efficacy of the TIPS model was recently examined in a randomized wait-list controlled trial (RCT) with members of Positive Behavioral Interventions and Supports (PBIS) problem-solving teams (PBIS teams) from 38 elementary schools in two states (NC and OR). This presentation will focus on results of this RCT and will also describe the measure of team functioning, the Decision Observation, Recording and Analysis (DORA II) tool, that was used to evaluate the efficacy of the TIPS model.

Methods: For the RCT, blocked randomization was used to randomly assign PBIS teams to an Immediate Group (IG) that received TIPS training during the fall of Year 1 or a Waitlist Group (WG) that received TIPS during the fall of Year 2. TIPS training included (a) a half-day training event for coaches (i.e., school staff with pre-existing responsibility for assisting school teams in PBIS implementation); (b) a 6-hour workshop for teams and their coach focused on the components of the TIPS model; and (c) two follow-up coached team meetings. Data on team foundations and problem solving processes was collected during PBIS team meetings at baseline, after TIPS training (in the subsequent fall), and at follow-up (in the following spring). Trained observers collected data using the DORA II – an observational measure of team operational foundations; team problem identification, team problem solving, team action planning, and team implementation of planned solutions. The impact of TIPS was assessed using repeated measures ANOVA.

Results: First, results will highlight the structure and technical adequacy of the DORA II. Second, findings regarding the impact of the TIPS training model on several outcomes assessed by the DORA II will be described. Specifically, results of the repeated measures ANOVA indicated that teams in the IG who received the TIPS intervention demonstrated greater improvement in (a) team problem solving procedures, (b) perceived implementation of solutions, and (c) perceived gains in student outcomes as compared to teams in the WG.

Conclusions: Study findings show the value of the DORA II for studying team-based problem-solving and also extend the knowledge base about improving implementation integrity of problem-solving among school teams. Findings also highlight important areas for future research on relations between school team processes and student outcomes.