Effects of Intensive Coaching on Educator Implementation of a Comprehensive Function-Based Intervention Package

Marney S. Pollack

Johanna L. Staubitz

Blair P. Lloyd

Abstract

The effectiveness of a behavior intervention package depends heavily on the ability of authentic educators to implement procedures with fidelity. However, much of the training literature focuses on teaching educators to implement procedures with relatively few components (Kirkpatrick Journal of Behavioral Education 28(3): 344–361, 2019). We used a multiple probe across participants design to evaluate the effects of intensive coaching on educator fidelity of a comprehensive, function-based intervention package (skill-based treatment; Hanley Journal of Applied Behavior Analysis 47(1): 16–36, 2014) for three public school staff members with no previous training in applied behavior analysis. Relative to a workshop-style behavioral skills training session, intensive coaching increased educators’ fidelity to criterion levels. Criterion fidelity in one or both major intervention intervals generalized from implementation with an actor to implementation with a target student, and subsequently to implementation with the student in his regularly assigned classroom. Staff reported the training package to be feasible and the intervention to be effective for improving their student’s behavior.

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Reference

Pollack, M. S., Staubitz, J. L., & Lloyd, B. P. (2021). Effects of individualized coaching on educator implementation of a comprehensive function-based intervention package. Journal of Behavioral Education. https://doi.org/10.1007/s10864-021-09446-1