Coaches’ perspectives on implementing an evidence-based practice in typical early childhood classrooms

• In Event: Relationship-Based Professional Development Models That Support Teaching Practices in Early Care and Education

Abstract

When challenging behaviors emerge during early childhood, the risk for emotional/behavioral disorders is greatly increased (Franti & Henrich, 2010). In order to intervene, effective and practical Tier 2 interventions for early childhood education settings are greatly needed. Approaches that focus on coaching teachers to deliver effective instructional practices in authentic contexts may be particularly advantageous. While ample research has evaluated program effectiveness, few studies have examined coach and developer perspectives on strengths, weaknesses, and areas for improvement in the process of coaching teachers to deliver evidence-based classroom management strategies.

BEST in CLASS (Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success) is an evidence-based Tier 2 intervention for children at-risk for emotional/behavioral disorders. Several studies demonstrate that BEST in CLASS is associated with improved student behavioral outcomes and increased teacher implementation of evidence-based instructional practices in both early childhood and elementary settings (Washington-Nortey et al., 2022). BEST in CLASS for early childhood supports teacher delivery of Tier 2 behavioral supports through training on several key instructional practices including (1) rules, (2) precorrections, (3) opportunities to respond, (4) behavior-specific praise, (5) corrective feedback, and (6) instructive feedback. Teachers participate in a day-long training and then receive 14 weeks of practice-based coaching.

While behavioral intervention coaching methods have been extensively evaluated using quantitative methods, few studies have applied qualitative methods to assess barriers and facilitators of the coaching process. One of the few extant studies focused on interviews with teachers implementing the Good Behavior Game (GBG) and Promoting Alternative Thinking Strategies (PATHS) and looked at teacher perceptions of common coaching practices and acceptability (Ashworth et al, 2018). Another qualitative study conducted interviews with teachers implementing BEST in CLASS and examined whether BEST in CLASS practices were sustained over time (Washington-Nortey et al., 2022). While these examples highlight the use of qualitative methods with teachers, no studies to our knowledge have captured perspectives of coaches or intervention developers regarding barriers and facilitators of program effectiveness for Tier 2 behavioral interventions.

This study is part of a large-scale IES funded effectiveness replication trial of BEST in CLASS. A major goal of this project is to evaluate the effectiveness of BEST in CLASS under real world conditions. Focus groups included district affiliated coaches who implemented the intervention with study teachers and intervention developers who actively provided supervision for district coaches. Coach focus groups included questions about their work to implement BEST in CLASS with teachers and their interactions with program developers and their training staff. Developer focus groups included questions about their experiences with supporting coaches and their perceptions of implementation fidelity. District coach focus groups and developer focus groups were video recorded and transcribed. Focus group transcriptions were coded and analyzed using Braun and Clarke’s (2006) six-step approach to thematic analysis.

Focus group data collected highlights local adaptations, the importance of goal setting, the need for simpler terminology in describing intervention practices, the utility of including those with intervention experience while training new staff, and the distinction between contrived and authentic strategy implementation.

Authors

• W. Carl Sumi, SRI International

• Dan Cohen, SRI International

• Michelle Woodbridge, SRI International

• Elisa B. Garcia, SRI International

• Christen Park, SRI International