Coaching Teachers to Improve Implementation of the Good Behavior Game

Department of Psychiatry, University of Maryland School of Medicine, 737 W. Lombard Street, Baltimore, MD, 21201, USA, .
Administration and Policy in Mental Health and Mental Health Services Research (Impact Factor: 3.44). 03/2013; 40(6). DOI: 10.1007/s10488-013-0482-8
Source: PubMed


This study explored the association between coaching and the implementation of the Good Behavior Game (GBG) by 129 urban elementary school teachers. Analyses involving longitudinal data on coaching and teacher implementation quality indicated that coaches strategically varied their use of coaching strategies (e.g., modeling, delivery) based on teacher implementation quality and provided additional support to teachers with low implementation quality. Findings suggest that coaching was associated with improved implementation quality of the GBG. This work lays the foundation for future research examining ways to enhance coach decision-making about teacher implementation.


Available from: Kimberly D Becker, Feb 24, 2015
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    • "Most of these studies have found small to moderate positive relations between TA activities and implementation with fidelity to the underlying program model. For example, Becker and colleagues (Becker et al., 2013) examined the effects of coaching on teachers' implementation of the Good Behavior Game. Coaches engaged in a wide variety of TA activities, including regular check-ins with teachers, needs assessments, modeling of proper implementation, and other forms of rapport building and supplemental support. "
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