The Impact of Working Alliance, Social Validity, and Teacher Burnout on Implementation Fidelity of the Good Behavior Game

Wehby, Joseph H.; Maggin, Daniel M.; Partin, Tara C. Moore; Robertson, Rachel

doi:10.1007/s12310-011-9067-4

Cited by 81 publications

(73 citation statements)

References 32 publications

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“…Reasons for burnout are varied and include work-related problems, as well as difficulties in private life and mental health (Huberman 1993; Maslach et al 2001). Such problems that may lead to burnout also are negatively associated with intervention implementation and may impede alliance (Domitrovich et al 2015; Han and Weiss 2005; Ross et al 2011; Wehby et al 2012). …”

Section: Dimensions Of Coach–teacher Alliancementioning

confidence: 99%

“…The Classroom Check-Up is a collaborative coaching model that uses motivational interviewing, data-informed coaching practices, and ongoing performance feedback to facilitate new teacher practices. Specifically, in the current study, we analyzed data from two trials of the Double Check framework, through which data were collected about the coach–teacher alliance via a self-reported measure adapted from Wehby et al (2012) and other prior instruments (e.g., Domitrovich et al 2008b, c). In this study, we examined the factor structure and psychometric characteristics of the two coach–teacher alliance measures, using confirmatory factor analysis and other related approaches to assess inter-rater reliability.…”

Section: Current Studymentioning

confidence: 99%

“…This highlights the need for measuring the coaching process to improve implementation and targeted outcomes. Coach–teacher alliance is one such attribute for which there is emerging evidence of an association with improved implementation (Wehby et al 2012). The current study examined the psychometric properties and factor structure of parallel coach–teacher alliance measures, as completed by both teachers and coaches.…”

mentioning

confidence: 99%

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Understanding and Measuring Coach–Teacher Alliance: A Glimpse Inside the ‘Black Box’

2016

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Coaching models are increasingly used in schools to enhance fidelity and effectiveness of evidence-based interventions; yet, little is known about the relationship between the coach and teacher (i.e., coach–teacher alliance), which may indirectly enhance teacher and student outcomes through improved implementation quality. There is also limited research on measures of coach–teacher alliance, further hindering the field from understanding the active components for successful coaching. The current study examined the factor structure and psychometric characteristics of a measure of coach–teacher alliance as reported by both teachers and coaches and explored the extent to which teachers and coaches reliably rate their alliance. Data come from a sample of 147 teachers who received implementation support from one of four coaches; both the teacher and the coach completed an alliance questionnaire. Separate confirmatory factor analyses for each informant revealed four factors (relationship, process, investment, and perceived benefits) as well as an additional coach-rated factor (perceived teacher barriers). A series of analyses, including cross-rater correlations, intraclass correlation coefficients, and Kuder-Richardson reliability estimates suggested that teachers and coaches provide reliable, though not redundant, information about the alliance. Implications for future research and the utilization of the parallel coach–teacher alliance measures to increase the effectiveness of coaching are discussed.

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Section: Dimensions Of Coach–teacher Alliancementioning

confidence: 99%

Section: Current Studymentioning

confidence: 99%

mentioning

confidence: 99%

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Understanding and Measuring Coach–Teacher Alliance: A Glimpse Inside the ‘Black Box’

2016

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“…The focus on the social validity of the performance checklists and practice guides was based on research indicating that subjective judgments of the importance and accept-Carl J. Dunst, Deborah W. Hamby, Linda L. Wilson, Marilyn Espe-Sherwindt, & Donna E. Nelson ability of intervention practices and outcomes are related to both adoption and fidelity of use of the practices (e.g., Dunst et al, 2016;Strain et al, 2012;Trivette, Raab, & Dunst, 2014;Wainer & Ingersoll, 2013;Wehby, Maggin, Moore Partin, & Robertson, 2011). As noted by Strain et al (2012), these "likingimplementation with fidelity relationships" (p. 197) are important because they help explain at least the likelihood of early childhood intervention practices being used as intended.…”

Section: Discussionmentioning

confidence: 99%

Practitioner-informed improvements to early childhood intervention performance checklists and practice guides

Dunst

Hamby

Wilson

et al. 2017

REiD

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Results from four early childhood practitioner field-tests of performance checklists and early intervention practice guides are reported. Findings from the first field-test were used to make changes and improvements in the checklists and practice guides were evaluated in the second and third field-tests, and findings from the latter two field-tests were used to improve the checklist and practice guide evaluated in the fourth field-test. The results indicated that changes made in response to practitioners' suggestions and feedback were associated with (1) progressive increases in the practitioners' social validity judgments of the checklists, practice guides, and checklistpractice guide correspondence; and (2) progressive decreases in the number of practitioner suggestions and feedback for improving the early intervention materials. The field-test research demonstrates the importance of practitioner input, suggestions, and feedback for improving the usefulness of early childhood intervention practices.

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“…For example, a number of these studies have identified issues related to teachers' emotional state, burnout, and stress as being predictive of SEL program implementation (Wehby et al 2011).…”

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confidence: 99%

Readiness Assessment to Improve Program Implementation: Shifting the Lens to Optimizing Intervention Design

Bumbarger

2015

Prev Sci

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The focus of this special issue is on identifying factors that predict a school's likelihood of high implementation of socialemotional learning (SEL) interventions. In this case, these factors are interpreted as readiness to implement. Implementation readiness is defined by the editors as the capacity to implement an evidence-based intervention (EBI) effectively. Though not stated explicitly, readiness in this definition seems to be a characteristic of the implementers (i.e., teachers or school). The model proposed by the editors and reflected to varying degrees by each of the seven studies involves documenting variables of teachers, classrooms, and schools that are predictive of high-quality implementation and using those variables to create readiness profiles and tailor implementation supports.SEL programs have demonstrated convincing efficacy for improving the social and academic development of children (Durlak et al. 2011). As practitioners and policy makers become more convinced of the fundamental importance of SEL as a foundation for quality education and child development, the challenge of effectively scaling SEL programs and practices is becoming more critical and timely. This special issue addresses an important empirical question: Can we identify factors that represent Breadiness^of a school (and its teachers and classrooms) to adopt an SEL program and deliver it with sufficient quality and fidelity to reproduce the improvements in social and academic outcomes demonstrated in controlled trials? The seven SEL implementation studies presented in this special issue depict a complex picture of delivering SEL programs in schools and assessing both implementation and impact. As a result, across these seven studies, and other similar studies, we arrive at a long laundry list of variables that may influence implementation quality, fidelity, and reach (which may in turn potentially impact program effects and sustainment).So what can be made of the complex readiness model characterized across these seven studies? The collective body of SEL implementation research, exemplified in the articles of this special issue and more broadly, addresses both academic (i.e., for the sake of increasing our generalizable knowledge) and utilitarian (i.e., for the practical advancement of the scaling of SEL practice in schools) ends. Though these are sometimes overlapping goals simultaneously advanced, for the sake of clarity and space, this commentary will primarily address the practical and pragmatic value and lessons of this special issue, with admittedly less attention paid to issues of methodology, analytic techniques, or study designs.Considering the lessons we can draw across these seven SEL implementation studies, we might start with the end in mind: what could we do if we arrived at a clear list of the most important predictors of high-(or low-)quality implementation? It is a herculean task to elucidate the characteristics of social-emotional development and subsequently use that knowledge to craft an intervention intende...

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The Impact of Working Alliance, Social Validity, and Teacher Burnout on Implementation Fidelity of the Good Behavior Game

Cited by 81 publications

References 32 publications

Understanding and Measuring Coach–Teacher Alliance: A Glimpse Inside the ‘Black Box’

Understanding and Measuring Coach–Teacher Alliance: A Glimpse Inside the ‘Black Box’

Practitioner-informed improvements to early childhood intervention performance checklists and practice guides

Readiness Assessment to Improve Program Implementation: Shifting the Lens to Optimizing Intervention Design

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