Lessons Learned Coaching Teachers in Behavior Management: The PBISplusCoaching Model

Abstract

There is growing interest in coaching as a means of promoting professional development and the use of evidence-based practices in schools. This paper describes the PBISplus coaching model used to provide technical assistance for classroom- and school-wide behavior management to elementary schools over the course of three years. This tier-two coaching model was implemented within the context of school-wide Positive Behavioral Interventions and Supports (PBIS) and tested in a 42-school randomized controlled trial. We summarize some of the lessons learned by coaches regarding their efforts to gain access to the administrators, teachers, and student support staff in order to effect change and improve student outcomes. We conclude with a discussion of ways to successfully collaborate with teachers to promote effective classroom- and school-wide behavior management.

Action Research: Description of Perceptions and Attitudes toward Cafeteria Rules and Their Effects on Consistent Adherence

“…For example, Crothers and Kolbert [6] suggest that educators use assessment to categorize behavioral descriptors by observing students over a long term in a variety of settings, collaborate with other professional observers and provide re-teaching and retraining as needed to prevent undesirable behaviors. Hershfeldt, Pell [7] indicate that collaboration is key to producing effective results in behavior management and support the idea of utilizing peer coaching as an effective way to train staff and create buy-in for Positive Behavioral Interventions and Supports (PBIS). Shared leadership and responsibility, as well as public, proactive administrative support are key to successful PBS systems.…”

Adaptive School-based Implementation of CBT (ASIC): clustered-SMART for building an optimized adaptive implementation intervention to improve uptake of mental health interventions in schools

“…Coaching uses a CBT training expert to attend in person to observe group sessions led by the SPs, provide live feedback [66, 67], and model the use of core CBT elements to improve SP competence [65, 68–72]. All SPs from schools randomized to coaching in phase 1 will receive weekly visits from a CBT coach for a minimum of 12 weeks, which will occur in the context of the SPs weekly CBT group.…”

Strategies for Integrating Mental Health into Schools via a Multitiered System of Support

“…Thus, effective implementation supports such as teacher retraining and ongoing support and coaching were targeted. 47 For Tier 2, the team selected 2 programs to serve students with positive trauma or ADHD screenings, respectively, Cognitive Behavioral Intervention for Trauma in Schools (CBITS) 48 and Challenging Horizons Program. 49 These programs would be provided by school mental health teams as a pull-out group intervention for selected students on the basis of universal screening scores.…”