A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent–Teacher Relationship

Assessing the Effectiveness and Interactions of Instructional Coaches: Initial Psychometric Evidence for the Instructional Coaching Assessments–Teacher Forms

“…Grounded in the behavior consultation and coaching literature (Bergan & Kratochwill, 1990; Bergan, 1977; Kurz et al, 2017; Sheridan & Kratochwill, 2008), the instructional coaching assessments were developed to evaluate the effective implementation of core coaching skills or actions and coaching interactions with teachers via a content-neutral, process-focused coaching framework. This literature highlights key consultant/coaching actions that yield moderate to large effects on multiple school stakeholders (i.e., classroom teachers, special educators, school psychologists, content area specialists, and parents) and student academic and behavior outcomes (e.g., Erchul & Sheridan, 2014; Reddy, Barboza-Whitehead, Files, & Rubel, 2000; Sheridan et al, 2012). In addition, rigorous evaluations of coaching efficacy on early reading (Glover, 2017) and teacher universal practices and student academic behavior further support specific core coaching skills (Fabiano, Reddy, & Dudek, 2018; Reddy, Dudek, & Lekwa, 2017) and offer further insights into universal coaching skills.…”

Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching

“…Across these studies, common components have included the use of data to drive goals and plans of action, implementation of modeling and practice opportunities to support teachers’ implementation of interventions, and regular monitoring of implementation and progress toward goals to adjust action plans. Evaluating the efficacy of consultation or coaching implementation as a whole, existing research has found strong effects on teacher practices and student outcomes (e.g., Glover, 2017a; Sheridan, Bovaird, Glover, Garbacz, Witte, & Kwon, 2012). Although there is an emerging database of evidence of the efficacy of a data-driven coaching approach, further investigations of the influence of specific aspects of coaching (e.g., modeling, practice, or feedback) are needed to advance the science on coaching implementation.…”

“…A large database of single-case design studies and methodologically rigorous group experimental studies has demonstrated strong effects for the impact of behavioral or problem-solving consultation on teacher practices and student behavior and social skills (e.g., Sheridan et al, 2012; Sheridan, Clarke, & Ransom, 2014; Sheridan, Welch, & Orme, 1996). For example, Sheridan et al (1996), in reviewing consultation research from 1985 to 1995, found that among the 25 behavioral consultation studies reviewed, 95% reported at least one positive consultee and/or student outcome.…”

“…For example, Sheridan et al (1996), in reviewing consultation research from 1985 to 1995, found that among the 25 behavioral consultation studies reviewed, 95% reported at least one positive consultee and/or student outcome. Sheridan and colleagues (e.g., Sheridan et al, 2012; Sheridan et al, 2017) have conducted multiple large-scale randomized controlled trials of a behavioral consultation approach designed to meet the needs of early elementary school students with or at risk for Serious Emotional Disturbance or Disruptive Behavior Disorders. These investigations have evaluated structured, protocol-driven support for teachers and parents in (a) identifying students’ needs, (b) evaluating the functions of student behaviors, (c) developing intervention plans, (d) implementing strategies with fidelity, and (e) evaluating progress to guide adjustments to behavioral management strategies.…”

“…These investigations have evaluated structured, protocol-driven support for teachers and parents in (a) identifying students’ needs, (b) evaluating the functions of student behaviors, (c) developing intervention plans, (d) implementing strategies with fidelity, and (e) evaluating progress to guide adjustments to behavioral management strategies. Results from this research have indicated greater positive changes in observed student classroom behaviors (e.g., d = 0.28-0.46), adaptive behaviors (e.g., d = 0.46-0.47, for teacher ratings on the Social Skills Assessment System, Gresham & Elliott, 1990), reduced school problems (e.g., d = −0.45, for teacher ratings on the Behavior Assessment System for Children−2; Reynolds & Kamphaus, 2004), and improved parent–teacher relationships (e.g., d = 0.46-0.47, for teacher ratings on the Parent-Teacher Relationship Scale; Vickers & Minke, 1995) for those assigned to the consultation condition relative to controls (Sheridan et al, 2012; Sheridan et al, 2017).…”