Using the Classroom Check-Up model to support implementation of PATHS to PAX

Motivational interviewing as a framework to guide school-based coaching

“…Lee et al 232 management but on critical aspects of implementation for each of the programs (e.g., how often and with what quality the teacher delivered the lessons or played the game). In a pilot study, the CCU plus PATHS to PAX coaching model had high levels of social validity as rated by teachers and coaches; teachers who received the CCU had a significant improvement in their classroom atmosphere as rated by independent observers (Reinke et al, 2012).…”

“…In a similar manner, Herman et al (2012) used the FCU as a platform for facilitating parent involvement in the evidence-based Coping Power (CP) program. CP is a coping skill-training program for aggressive youth (fourth and fifth graders) that includes a parent-training component (Lochman & Wells, 1996.…”

“…More recent applications of MI coaching have focused on extending the FCU and CCU to enhance implementation fidelity to specific interventions. For example, Reinke et al (2012) used the CCU as a coaching model for increasing teacher implementation of the PATHS to PAX program, an enhanced version of the Good Behavior Game, and the PATHS intervention, a teacher-delivered social -emotional curriculum. Teachers who struggled with implementing these programs received individualized coaching based on the CCU model.…”

“…Educational researchers are beginning to pick up the MI mantle across applications with parents and teachers, alone and in conjunction with other evidence-based practices (Connell, Dishion, Yasui, & Kavanagh, 2007;Herman et al, 2012;Lee et al, 2014;Reinke, Herman, & Sprick, 2011;Reinke et al, 2012;Reinke, Lewis-Palmer, & Merrell, 2008;Stormshak, Dishion, Light, & Yasui, 2005). If our understanding of the relationship between these variables within the context of school-based coaching were improved, it would allow researchers and practitioners to more intentionally and efficiently target the malleable factors associated with favorable child outcomes.…”

Relational aggression in school settings : the efficacy of the First Step to Success intervention.

“…In order to improve the FIML estimation's accuracy, eight auxiliary variables were included in the regression models as potential correlates of missing data: 1) child's SSBD rank, 2) child's sex, 3) Spanish-speaking parent, 4) current marital status, 4) parent's education level, 5) estimated annual household income, 6) estimated annual household income, 7) number of children in the household, and 8) parental distress as reported on the Parenting Stress Index -Short Form (PSI-SF; Abidin, 1995). Since there was a higher rate of missing data from parents, researchers included auxiliary variables in the models which have demonstrated to be predictive of subsequent dropout from the study (Beauchaine, Webster-Stratton, & Reid, 2005;Herman et al, 2012;Reinke et al, 2012) and which indicate higher levels of stress in families or might be considered as potential barriers between families and research staff (e.g., Spanish-speaking participants). Inclusion of these variables is recommended as part of an overall analysis strategy since they increase statistical power, reduce bias, and improve the plausibility that the data were missing at random without altering the interpretation of parameter estimates (Collins, Schafer, & Kam, 2001;Enders, 2010).…”