The effects of coaching on teacher and student outcomes were compared to outcomes of classes randomized to professional development only and comparison conditions. Twenty-one teachers, trained to implement a Tier II reading intervention curriculum, were grouped by campus then randomized to one of three conditions: professional development plus coaching support (n=6), professional development only (n=7) and a comparison condition (n=8). Teachers in the coached and professional development only (un-coached) conditions were compared on measures of teacher knowledge and implementation fidelity as an indication of teacher practice. Student achievement scores on word attack, reading fluency and reading comprehension measures were compared for students in each of the three conditions. A multiple-gating procedure was used to help teachers identify the five lowest-performing readers in their first grade classrooms. Students completed a battery of seven reading ability assessments prior to and immediately following teacher-implementation of a seventeen-week reading intervention curriculum. Results of ANCOVA analyses indicated students in classes of teachers who received professional development and coaching support did not demonstrate significantly higher scores than teachers who only received professional development training on a battery of reading measures. Further analysis indicated students in the professional development plus coaching condition did have significantly higher scores than those in comparison conditions on five of the seven outcome measures. Teachers in coached and professional development only conditions completed a teacher knowledge survey to measure their knowledge of evidence-based reading practices. ANCOVA analysis revealed no significant differences between groups at posttest. Changes in teacher practice were measured as a function of intervention implementation fidelity. Intervention teachers were videotaped three times over the course of the intervention and taped classes were scored, rated and compared across conditions. Results of a Repeated Measures Analysis of Variance on fidelity scores revealed a statistically significant difference in favor of the teachers who received professional development plus coaching. / text

Abstract Previous research has demonstrated that non-contingent reinforcement (NCR) and differential reinforcement of other behaviors (DRO) are effective procedures in reducing problem behavior of children both in and out of the classroom. However, few studies have assessed which procedure is most socially acceptable among teachers. In addition, studies have not recorded data on fidelity of implementation among teachers. A non-concurrent multiple baseline across teachers design was used to (a) demonstrate the effect of NCR and DRO on the problem behaviors of school aged children with no identified developmental disability, and (b) assess implementation fidelity of each procedure by the teacher. This study further assessed which procedure was preferred by teachers by the addition of questionnaires and a choice phase in which teachers ultimately chose which procedure to implement. Results showed that both procedures significantly reduced problem behavior across all participants, with the DRO procedure having the greatest effect. The procedure that was preferred most by teachers varied across participants. One of the three participants preferred the NCR procedure, one preferred the DRO procedure and the last participant gave mixed results between the procedure she said she preferred in the surveys and the procedure she chose to implement in the final choice phase.

Behavior Intervention Plans (BIPs) are intended to guide educators' efforts to help struggling students succeed in school by reducing the frequency of problem behavior and teaching appropriate, pro-social responses. The impact of a BIP, however, depends on the degree to which the plan is implemented with fidelity. In practice, there are many factors that prevent teachers and other practitioners from strictly adhering to the BIP including having multiple plans to follow, inexperience with the specified intervention(s), or particularly challenging behaviors in the classroom. The purpose of the study was to identify the factors that contribute to the treatment integrity of BIPs implemented by general educators. To accomplish this goal, we graded plans already developed and implemented using the Behavior Intervention Plan Quality Evaluator, Second edition. The BIP evaluations were then paired with survey responses from the practitioners charged with creating and completing the BIPs. A multiple regression analysis was used to predict treatment integrity (TI) outcomes based on BIP quality, in terms of development and features of the written plan, and the coaching or training received by the primary implementer and plan developer. The purpose of this study was to determine how the qualifications, training, and coaching of the professionals involved in a plan, as well as the development of the plan, and the quality of the BIP influence treatment integrity. Although coaching ended up being an excluded factor and only BIP quality was found to possess some relation to treatment integrity, the study concluded with interesting findings. Training, BIP Quality, and Treatment Integrity were found to possess predictive qualities for student outcomes. A total of 4 school districts in the state of Utah participated in the study and a total of 51 plans were evaluated and 32 survey responses were submitted. Individual BIP practices were assessed, and with more information on the factors that influence treatment integrity, educators will be better prepared to support these factors in their schools and provide better supports and develop higher quality behavior intervention plans as they are implemented with greater integrity.

In education, the field of implementation science is a discipline dedicated to supporting educators’ use of evidence-based practices (EPBs) to improve school and student outcomes. As highlighted in previous columns in this series, school teams must thoughtfully consider how EBPs align with the school/district core values and fit the local context (Kittelman et al., 2020), how school teaming can enhance implementation of EBPs (Kittelman et al., 2021), and what activities are needed to support implementation of EBPs at different stages (Ward et al., 2021). In this column, we describe how school teams and educators can use implementation drivers to implement EBPs with high implementation fidelity (as they are designed to be implemented; Caroll et al., 2007; Sanetti & Collier-Meek, 2019). We wish to draw attention to the important work of researchers and practitioners from the National Technical Assistance Center on the State Implementation and Scale-Up of Evidence-Based Practices (SISEP; https://sisep.fpg.unc.edu) within the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu) and the National Center for Systemic Improvement (NCSI; https://ncsi.wested.org).

Behavior Intervention Plans (BIPs) are intended to guide educators’ efforts to help struggling students succeed in school by reducing the frequency of problem behavior and teaching appropriate, pro-social responses. The impact of a BIP, however, depends on the degree to which the plan is implemented with fidelity. In practice, there are many factors that prevent teachers and other practitioners from strictly adhering to the BIP including having multiple plans to follow, inexperience with the specified intervention(s), or particularly challenging behaviors in the classroom. The purpose of the study was to identify the factors that contribute to the treatment integrity of BIPs implemented by general educators. To accomplish this goal, we graded plans already developed and implemented using the Behavior Intervention Plan Quality Evaluator, Second edition. The BIP evaluations were then paired with survey responses from the practitioners charged with creating and completing the BIPs. A multiple regression analysis was used to predict treatment integrity (TI) outcomes based on BIP quality, in terms of development and features of the written plan, and the coaching or training received by the primary implementer and plan developer. The purpose of this study was to determine how the qualifications, training, and coaching of the professionals involved in a plan, as well as the development of the plan, and the quality of the BIP influence treatment integrity. Although coaching ended up being an excluded factor and only BIP quality was found to possess some relation to treatment integrity, the study concluded with interesting findings. Training, BIP Quality, and Treatment Integrity were found to possess predictive qualities for student outcomes. A total of 4 school districts in the state of Utah participated in the study and a total of 51 plans were evaluated and 32 survey responses were submitted. Individual BIP practices were assessed, and with more information on the factors that influence treatment integrity, educators will be better prepared to support these factors in their schools and provide better supports and develop higher quality behavior intervention plans as they are implemented with greater integrity.

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The purpose of this multiple site case study was to determine whether implementing the cooperative learning element of structuring student interactions is a possible contributing solution to student disenfranchisement and lack of social skills. This study explored student and teacher attitudes and perceptions, in seven separate secondary social studies classrooms, regarding their classroom environment before and after an intervention that trains teachers on how to implement four structured student interactions focused on class building and teambuilding. This study is in response to the diagnosis of educational administrators and classroom teachers facing challenges in building positive school and classroom environments. The lack of social skills and the inability to work well with each other diminishes the opportunities for the creation of positive school and classroom environments. As a result, students may become disenfranchised, evidenced by dropout rates and the disinterest in activities provided in the classroom. The study consisted of case study methodology using surveys, interviews, focus group sessions, lesson plans, teacher journals and classroom observations to document the story of the possible impact of implementing structured student interactions. The study revealed that it was inconclusive whether the intervention strategies had an overall positive or negative effect in the perceptions of engagement, interdependence, accountability and equity. Despite the conclusion, the data provide several opportunities for discussion within the areas of classroom environment, instructional leadership, instructional coaching, implementation fidelity of new strategies and teacher self-study of practice. / Educational Administration

Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what is taught, and how it is taught, is variable. The purpose of this study was to survey Youth Yoga curriculums to identify content, teaching strategies, and assessments; dimensions of wellness addressed; whether national Health and Physical Education (HPE) standards were met; strategies to manage implementation fidelity; and shared constructs between Yoga and educational psychology. Methods: A descriptive qualitative design included a preliminary survey (n = 206) and interview (n = 1), questionnaires for curriculum developers (n = 9) and teachers (n = 5), interviews of developers and teachers (n = 3), lesson observations (n= 3), and a review of curriculum manuals. Results: Yoga content was adapted from elements associated with the Yoga Sutras but mostly from modern texts, interpretations, and personal experiences. Curriculums were not consistently mapped, nor elements defined. Non-Yoga content included games, music, and storytelling, which were used to teach Yoga postures and improve concentration, balance, and meta-cognitive skills. Yoga games were noncompetitive and similar to PE games. Teaching strategies included guided inquiry and dialoguing. Assessments were underutilized and misunderstood. Lessons were created to engage students across multiple dimensions of wellness; cultivate self awareness, attention, and concentration; and teach relaxation skills. Spiritual wellness was addressed using relaxation, self-awareness, partner work, and examining emotional states. Developers adapted curriculums to meet HPE standards when needed. Yoga was considered appropriate across all developmental stages and could be adapted to meet specific needs. Developers tended not to manage fidelity; strict control was perceived as contrary to Yoga philosophy. Curriculum manuals were resources, not scripts. Continuing education included workshops, videos, and online forums. Emerging themes included attention, awareness, meta-cognition, and self-regulation as learning objectives; dialoguing as a teaching strategy; and the influence of mindfulness and positive psychology on curriculum design. These suggest additional areas of research. Curriculums need codification, defining, and mapping of elements including the alignment of teaching strategies with assessments. The benefits of Yoga, beyond the physical postures, need further study. / Kinesiology