TY - JOUR
T1 - Promoting teachers’ implementation of classroom-based prevention programming through coaching
T2 - The mediating role of the coach–teacher relationship
AU - Johnson, Stacy R.
AU - Pas, Elise T.
AU - Bradshaw, Catherine P.
AU - Ialongo, Nicholas S.
N1 - Funding Information:
Funding This work was funded in part by grants from the Institute of Education Sciences awarded to Catherine Bradshaw (R305A130701 and R305A150221) and Nicholas Ialongo (R305A080326), and the National Institute of Mental Health (T32 MH019545-23) awarded to Philip Leaf.
Publisher Copyright:
© Springer Science+Business Media, LLC, part of Springer Nature 2017.
PY - 2017/10/26
Y1 - 2017/10/26
N2 - There is growing awareness of the importance of implementation fidelity and the supports, such as coaching, to optimize it. This study examined how coaching activities (i.e., check-ins, needs assessment, modeling, and technical assistance) related directly and indirectly to implementation dosage and quality of the PAX Good Behavior Game, via a mediating pathway through working relationship. Mediation analyses of 138 teachers revealed direct effects of modeling and working relationship on implementation dosage, whereas needs assessment was associated with greater dosage indirectly, by higher ratings of the working relationship. Understanding how coaching activities promote implementation fidelity elements has implications for improving program effectiveness.
AB - There is growing awareness of the importance of implementation fidelity and the supports, such as coaching, to optimize it. This study examined how coaching activities (i.e., check-ins, needs assessment, modeling, and technical assistance) related directly and indirectly to implementation dosage and quality of the PAX Good Behavior Game, via a mediating pathway through working relationship. Mediation analyses of 138 teachers revealed direct effects of modeling and working relationship on implementation dosage, whereas needs assessment was associated with greater dosage indirectly, by higher ratings of the working relationship. Understanding how coaching activities promote implementation fidelity elements has implications for improving program effectiveness.
KW - Coaching activities
KW - Evidence-based programs
KW - Implementation
KW - Mediation
KW - Working relationship
UR - http://www.scopus.com/inward/record.url?scp=85053396047&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85053396047&partnerID=8YFLogxK
U2 - 10.1007/s10488-017-0832-z
DO - 10.1007/s10488-017-0832-z
M3 - Article
C2 - 29075934
AN - SCOPUS:85053396047
SN - 0894-587X
VL - 45
SP - 404
EP - 416
JO - Administration and Policy in Mental Health and Mental Health Services Research
JF - Administration and Policy in Mental Health and Mental Health Services Research
IS - 3
ER -