Session: Using Coaching to Support Teachers in Using Evidence-Based Practices: Adaptations and Innovations (Society for Prevention Research 26th Annual Meeting)

Classrooms play a pivotal role in the development of our youth. When teachers struggle with classroom and behavior management, disruptive or aggressive behaviors such as bullying, can interfere with student academic and social growth. Finding effective ways to train teachers in using evidence-based practices in their classrooms can improve outcomes for students. That being said, implementation science researchers have found that professional development without consultation or onsite coaching is ineffective (Fixen et al., 2005). Thus, training without ongoing coaching is less than optimal. Further, coaching may be more effective when it adapts to the specific needs of the teacher and context of the classroom (Reinke, et. al., 2011). Therefore, innovations in the training and coaching of teachers are needed that will allow for dissemination and implementation of evidence-based practices in our classrooms. This symposium will provide an overview of adaptation and innovations to teacher coaching models to support teachers in using effective practices in their classrooms.

The first paper by Conroy and colleagues describes how the BEST in CLASS practice-based coaching model originally developed for preschool classrooms has been adapted for elementary school teachers to support their implementation of BEST in CLASS – Elementary, a classroom management intervention, and provide pilot data from a feasibility study. The coaching model allows teachers to select practice elements based on their training needs. Pilot data from classrooms of teachers receiving coaching will be shared.

The second paper by Reinke and colleagues describes the use of a web-based Classroom Check-up (CCU) coaching model to support teachers use of effective classroom management practices. The web-based version of the CCU was developed to allow for the model to be widely disseminated with less reliance on coaches with behavioral expertise. Findings from the pilot study of the web-based CCU, including teacher and student outcomes will be shared.

Finally, Waasdorp and colleagues provide an overview of a pilot trial that adapted the evidence-based teacher coaching model, the CCU, to include a focus on the prevention and detection of and response to bullying. This adapted Bullying CCU was then integrated with TeachLivE, an innovative and mobile mixed-reality simulator. Preliminary data will be shared. Implications for prevention models and supporting teachers in effective practices will be discussed.