TY - JOUR
T1 - Exploring profiles of coaches' fidelity to Double Check's Motivational Interviewing-embedded coaching
T2 - Outcomes associated with fidelity
AU - Pas, Elise T.
AU - Borden, Lindsay
AU - Debnam, Katrina
AU - De Lucia, Danielle
AU - Bradshaw, Catherine P.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences , U.S. Department of Education , through Grant R305A150221 (PI: C. Bradshaw) to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. The authors would like to thank the coaches for this study, Ms. Sandra Rouiller, Dr. Lana Bates, Dr. Dana Darney, Dr. Lauren Kaiser, Ms. Brenda Kelly, Mr. Jeff Krick, Dr. Kristine Larson, and Ms. Rebecca Piermattei. We also thank Drs. Stephanie Moore, Rashelle Musci, Joseph Kush for consultation on the statistical approach.
Publisher Copyright:
© 2022 Society for the Study of School Psychology
PY - 2022/6
Y1 - 2022/6
N2 - Motivational interviewing (MI) is applied in a variety of clinical and coaching models to promote behavior change, with increasing interest in its potential to optimize school-based implementation fidelity. Yet there has been less consideration of fidelity indicators for MI-embedded coaching and their associations with outcomes. We leveraged exisiting data from 151 teachers across 18 schools, who were part of a larger 39 middle school randomized controlled trial of a teacher coaching model, to explore profiles of fidelity and the associations between fidelity and outcomes. We conducted latent profile analysis (LPA) to examine profiles of four components of fidelity (i.e., adherence, dosage, quality, and teachers' responsiveness). Next, we examined whether observed teacher practices and student behaviors varied across fidelity profiles. Because coaches and independent coders reported adherence, we also examined the reliability of retrospective coach adherence ratings. Results indicated that coaches show promise as a reliable rater of adherence. The LPA indicated that there were two (high and lower) fidelity profiles. Statistically significantly fewer instances of student non-cooperation were observed in classrooms where the teacher was engaged in high fidelity coaching, reflecting a large effect size. Moderate-sized, but non-statistically significant, effects also emerged for teacher opportunities to respond and reactive behavior management. We identify concrete areas to ensure that reliability can be achieved in other contexts. Future directions are also considered regarding fidelity measurement and how to optimize coaching.
AB - Motivational interviewing (MI) is applied in a variety of clinical and coaching models to promote behavior change, with increasing interest in its potential to optimize school-based implementation fidelity. Yet there has been less consideration of fidelity indicators for MI-embedded coaching and their associations with outcomes. We leveraged exisiting data from 151 teachers across 18 schools, who were part of a larger 39 middle school randomized controlled trial of a teacher coaching model, to explore profiles of fidelity and the associations between fidelity and outcomes. We conducted latent profile analysis (LPA) to examine profiles of four components of fidelity (i.e., adherence, dosage, quality, and teachers' responsiveness). Next, we examined whether observed teacher practices and student behaviors varied across fidelity profiles. Because coaches and independent coders reported adherence, we also examined the reliability of retrospective coach adherence ratings. Results indicated that coaches show promise as a reliable rater of adherence. The LPA indicated that there were two (high and lower) fidelity profiles. Statistically significantly fewer instances of student non-cooperation were observed in classrooms where the teacher was engaged in high fidelity coaching, reflecting a large effect size. Moderate-sized, but non-statistically significant, effects also emerged for teacher opportunities to respond and reactive behavior management. We identify concrete areas to ensure that reliability can be achieved in other contexts. Future directions are also considered regarding fidelity measurement and how to optimize coaching.
KW - Adherence
KW - Dosage
KW - Quality
KW - Randomized controlled trial
KW - Responsiveness
KW - Teacher practices
UR - http://www.scopus.com/inward/record.url?scp=85129359444&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85129359444&partnerID=8YFLogxK
U2 - 10.1016/j.jsp.2022.04.003
DO - 10.1016/j.jsp.2022.04.003
M3 - Article
C2 - 35618375
AN - SCOPUS:85129359444
SN - 0022-4405
VL - 92
SP - 285
EP - 298
JO - Journal of School Psychology
JF - Journal of School Psychology
ER -