Jesslyn M. Durling , John C. Begeny , Jiayi Wang , C. Shannon O'Neal , Shobana Musti
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Effects of V-COACH, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention
Research suggests that many educators struggle to implement evidence-based practices (EBPs) with fidelity. Coaching can be used to support implementation, but several barriers often prevent coaching from occurring in school-based settings. One way to support educators' implementation of EBPs—whether they deliver instruction online or in person—is with virtual coaching. Using a concurrent multiple-baseline design with randomization, master's level pre-service teacher participants in this study received a virtual version of a structured coaching model (referred to as virtual COACH) to support their implementation of an EBP for reading. Visual analyses and effect size analyses showed that virtual COACH had a significant and generally large effect on each interventionist's fidelity (with adherence and/or quality), and this was true for interventionists with a range of different fidelity levels at baseline. Using a measure of teacher-coach alliance, evidence also suggested that virtual COACH generally had good social validity and allowed for establishing a quality working relationship between the coach and teacher. Implications and future research directions are discussed, and the present study provides additional experimental evidence for the effectiveness of COACH as a feasible model for improving users' fidelity of school-based interventions.
期刊介绍:
The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.