Student Research 2014
2014 Research Grant Results
Name: Michelle Massar
Title: Descriptive Analysis of Coaching in Implementation of Evidence-based Practices
Research Proposal: The goal of this research was to descriptively analyze a conceptual model of the putative coaching mechanisms within the context of implementing school-wide positive behavior interventions and supports (SWPBIS). In order to contribute to the literature on fidelity of implementation of coaching and its effects on implementation of SWPBIS, this study aims to answer the following research questions: (a) what is the effect of coaching on level of implementation of SWPBIS for Year 1 schools; and (b) what are the mechanisms by which coaching impacts implementation?
Hypothesis or Questions: This study hypothesized that coaching based upon the core implementation drivers identified by Fixsen et al. (2013) and five critical components of coaching promote behavior change and sustained use of EBPs (Fixsen, Blase, Naoom, & Wallace, 2009) is effective.
Summary: This report summarizes the result of a one-year research grant funded by the Wing Institute to study the mechanisms of effective coaching within the context of school-wide positive behavior interventions and support (SWPBIS) implementation. Specifically, this study aimed to descriptively analyze a conceptual model of coaching that included four mechanisms: (a) prompting, (b) fluency building, (c) performance feedback, and (d) adaptation. Results from the study indicate that coaches and SWPBIS team members consider all four mechanisms to be important components of effective coaching. Further, coaches report delivering and team representatives report receiving the mechanisms of prompting, fluency building, and performance feedback often. Teams receiving coaching after initial training sustained or improved their level of implementation of SWPBIS.