The Effects of the Responsive Classroom Approach on Teacher-Student Interactions: The Importance of Implementation Fidelity

• In Event: Roundtable Session 71
  In Roundtable Session: Evaluating Social and Emotional Learning Programs 1: Feasibility, Fidelity, and Outcomes

Abstract

The Responsive Classroom® approach (RC) is a Social and Emotional Learning intervention comprised of ten practices aimed at creating classroom conditions optimal for students’ social and academic development. In the context of a cluster randomized control trial, we use a multilevel structural equation model to examine the overall and indirect effects of the RC approach on improvements teacher-student interactions. Results showed no overall effect of RC training on teacher-student interactions. However, a significant indirect effect emerged when entering fidelity of implementation of RC practices into the model as an intervening variable. Specifically, RC training increased use of RC practices, which in turn related to greater improvement in the quality of interactions with students.

Authors

• Tashia Abry, Arizona State University

• Sara E. Rimm-Kaufman, University of Virginia

• Ross Allen Andrew Larsen, University of Virginia