Increasing In-Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling

2017 ◽  
Vol 20 (1) ◽  
pp. 43-59 ◽  
Author(s):  
Lisa M. Hagermoser Sanetti ◽  
Kathleen M. Williamson ◽  
Anna C. J. Long ◽  
Thomas R. Kratochwill
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Management Practices ◽  
Implementation Fidelity ◽  
Future Research ◽  
Evidence Based ◽  
Baseline Design ◽  
Implementation Planning

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical intervention implementation planning and identification of implementation barriers, and participant modeling, a strategy involving didactic and in vivo intervention training, on teachers’ implementation of an evidence-based classroom management plan. A randomized multiple treatment embedded within a multiple baseline design across participants was used to assess (a) teachers’ adherence to the classroom management plans and quality of implementation and (b) student disruptive behavior in the classroom immediately and at follow-up. Results indicated that teachers’ adherence and quality increased with both implementation planning and participant modeling, but these improvements were not fully maintained at 1- and 2-month follow-up. A similar pattern in student disruptive behavior was also observed. These findings highlight the need for ongoing implementation support for behavioral interventions in schools. Implications for future research and practice are discussed.

scholarly journals A Self-Led Approach to Improving Classroom Management Practices Using Video Analysis

2020 ◽  
Vol 53 (1) ◽  
pp. 24-32
Author(s):  
Sarah A. Nagro ◽  
Shanna E. Hirsch ◽  
Michael J. Kennedy
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Video Analysis ◽  
Teacher Educators ◽  
Management Practices ◽  
Management Strategies ◽  
Evidence Based ◽  
Self Reflection ◽  
Classroom Management Strategies ◽  
Analysis Process

Strong classroom management may be the key to finding success as a new teacher. Yet many teachers seek additional professional development in managing classrooms that include students with disabilities. The purpose of this article is to provide new teachers and teacher educators with a prescriptive yet self-led approach to systematically improving classroom management practices using a sequential video analysis process. This article outlines an easy-to-follow four-step process that teachers can use to record, review, reflect on, and revise their instruction. A checklist of evidence-based classroom management strategies with video exemplar links, a free online observation tool called the Classroom Teaching Scan, and a guide for self-reflection called the Reflection Matrix are all explained. Through this highly structured yet self-led approach, teachers can independently engage in noticing elements of teaching, identify their own areas of strength and weakness, reflect in a meaningful way, and implement evidence-based classroom management practices.

A Train-the-Trainer Model for Integrating Evidence-Based Medicine Training into Podiatric Medical Education

2005 ◽  
Vol 95 (5) ◽  
pp. 497-504 ◽  
Author(s):  
Michael L. Green
Keyword(s):  
Faculty Development ◽  
Curriculum Reform ◽  
Evidence Based Medicine ◽  
Development Program ◽  
Evidence Based ◽  
Faculty Development Program ◽  
Train The Trainer ◽  
Implementation Planning ◽  
Based Medicine

This article presents the development, implementation, and evaluation of a national evidence-based medicine faculty-development program for podiatric medical educators. Ten faculty members representing six accredited colleges of podiatric medicine, one podiatric medical residency program, and a Veterans Affairs podiatry service participated in a 2-day workshop, which included facilitated discussions, minilectures, hands-on exercises, implementation planning, and support after the workshop. Participants’ evidence-based medicine skills were measured by retrospective self-reported ratings before and after the workshop. Participants also reported their implementation of “commitments to change” on follow-up surveys at 3 and 12 months. Participants’ evidence-based medicine practice and teaching skills improved after the intervention. They listed a total of 84 commitments to change, most of which related to the program objectives. By 12 months after the workshop, participants as a group had fully implemented 24 commitments (32%), partially implemented 36 (48%), and failed to implement 15 (20%) of a total of 75 commitments with follow-up data. The most common barriers to change at 12 months were insufficient resources, systems problems, and short patient visit times. A train-the-trainer faculty-development program can improve self-reported evidence-based medicine skills and behaviors and affect curriculum reform at podiatric medical educational institutions. (J Am Podiatr Med Assoc 95(5): 497–504, 2005)

Educators' self-reported training, use, and perceived effectiveness of evidence-based classroom management practices

2017 ◽  
Vol 62 (1) ◽  
pp. 13-24 ◽  
Author(s):  
Justin T. Cooper ◽  
Nicholas A. Gage ◽  
Peter J. Alter ◽  
Stefanie LaPolla ◽  
Ashley S. MacSuga-Gage ◽  
...  
Keyword(s):  
Classroom Management ◽  
Management Practices ◽  
Evidence Based ◽  
Perceived Effectiveness

scholarly journals Adapting a Behavioral Weight Loss Intervention for Delivery via Facebook: A Pilot Series Among Low-Income Postpartum Women (Preprint)

2017 ◽  
Author(s):  
Valerie J. Silfee ◽  
Andrea Lopez-Cepero ◽  
Stephenie C. Lemon ◽  
Barbara Estabrook ◽  
Oanh Nguyen ◽  
...  
Keyword(s):  
Weight Loss ◽  
Low Income ◽  
Retention Rate ◽  
Future Research ◽  
Postpartum Women ◽  
Evidence Based ◽  
Weight Loss Intervention ◽  
Behavioral Weight Loss ◽  
Weight Loss Interventions

BACKGROUND Efforts to translate evidence-based weight loss interventions, such as the Diabetes Prevention Program (DPP), to low-income postpartum women have resulted in poor intervention attendance and high attrition. Strategies that improve engagement and retention in this population are needed to maximize the reach of evidence-based weight loss interventions. OBJECTIVE The objective of this study was to adapt a DPP-based weight loss intervention (Fresh Start) for Facebook delivery and to evaluate its feasibility among low-income postpartum women. METHODS This study comprised 3 single-group pilot studies where feasibility outcomes iteratively informed changes from one pilot to the next. We paralleled the in-person program for Facebook delivery by translating the protocol to a content library of Facebook posts with additional posts from lifestyle coaches. Low-income postpartum women were recruited from Women, Infants, and Children (WIC) clinics in Worcester, Massachusetts. Participants were enrolled into a 16-week weight loss intervention delivered via Facebook. During the first 8 weeks, Facebook intervention posts were delivered 2 times per day, with additional posts from coaches aiming to stimulate interaction among participants or respond to participants’ questions and challenges. For the following 8 weeks, posts were delivered once per day without additional coaching. Feasibility outcomes were engagement (defined by number of likes, comments, and posts measured throughout intervention delivery), acceptability, and retention (survey at follow-up and assessment completion rate, respectively). Changes in weight were also assessed at baseline and follow-up. RESULTS Pilot 1 had a retention rate of 89% (24/27), and on average, 62% (17/27) of women actively engaged with the group each week during the 8-week coached phase. Mean weight loss was 2.6 (SD 8.64) pounds, and 79% (19/27) would recommend the program to a friend. Pilot 2 had a retention rate of 83% (20/24), and on average, 55% (13/24) of women actively engaged with the group weekly during the 8-week coached phase. Mean weight loss was 2.5 (SD 9.23) pounds, and 80% (16/24) would recommend the program to a friend. Pilot 3 had a retention rate of 88% (14/16), and on average, 67% (11/16) of women actively engaged with the group weekly during the 8-week coached phase. Mean weight loss was 7.0 (SD 11.6) pounds, and 100% (16/16) would recommend the program to a friend. CONCLUSIONS Our findings demonstrated that a Facebook-delivered intervention was acceptable and could be feasibly delivered to low-income postpartum women. Future research is needed to evaluate the efficacy of a Facebook-delivered weight loss intervention.

Formal mentorship and instructional practices: a Teaching and Learning International Survey (TALIS) study of US teachers

2021 ◽  
Vol 10 (1) ◽  
pp. 118-132
Author(s):  
Andromeda Hightower ◽  
Peter Wiens ◽  
Steven Guzman
Keyword(s):  
Classroom Management ◽  
Teacher Induction ◽  
Instructional Practices ◽  
Teaching And Learning ◽  
Management Practices ◽  
Teaching Experience ◽  
Future Research ◽  
International Survey ◽  
Content Type ◽  
Years Of Teaching Experience

PurposeWithin schools across the USA, mentees supported by mentors experience a number of potential benefits, including high job satisfaction, less attrition and more opportunities for professional/emotional guidance. However, these benefits are less understood in the context of formal mentorship specifically, as well as to what extent these supports apply to instructional practices. This study aims to address the minimally researched area of how being mentored might impact the instructional practices of teachers at all stages of their career.Design/methodology/approachBased on data recently published for the Teaching and Learning International Survey (TALIS) in 2018, this study examines the relationship of teachers with formally assigned mentors, the number of total years of teaching experience and instructional practices. US teachers who responded to the target survey questions (n = 1,934) were submitted to several one-way analyses of variance to determine (1) the potential relationships between the presence of a formal mentor and instructional practices and (2) how different groups of teachers with varying numbers of total years of teaching experience impacted these relationships.FindingsThe results found that the presence of a formal mentor predicted higher classroom management practices, clarity of instruction practices and cognitive activation activities for the combined sample (p < 0.05), and for teachers with 15 years or more of teaching experience, the presence of a formal mentor predicted higher classroom management and clarity of instruction practices (p < 0.05).Originality/valueThe results provide evidence for the use of formally assigned mentors beyond new teacher induction, but the nature of the formal mentorships in this study is unclear. Future research should further investigate descriptive cases of more inclusive formal mentorship programs.

Effects of Targeted Professional Development on Teachers’ Specific Praise Rates

2016 ◽  
Vol 19 (1) ◽  
pp. 37-47 ◽  
Author(s):  
Brandi Simonsen ◽  
Jennifer Freeman ◽  
Kathryn Dooley ◽  
Eleanor Maddock ◽  
Laura Kern ◽  
...  
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Management Practices ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Self Management ◽  
Baseline Design ◽  
Training And Support ◽  
Targeted Professional Development ◽  
Specific Praise

Classroom management continues to be a concern for educators, administrators, and policymakers. Although evidence-based classroom management practices exist, teachers often receive insufficient training and support to implement these practices successfully. Schools need reliable and efficient ways to support teachers’ classroom management. This study employed a multiple baseline design across elementary teachers to investigate the effect of targeted professional development (TPD), an efficient approach that incorporated self-management and email prompts, on teachers’ rates of specific praise. We replicated this study at a second elementary school to provide additional evidence of the efficacy of TPD. Across teachers in both schools, data support a functional relation between TPD and an increase in teachers’ use of specific praise.

The Cellie Coping Kit for children with Eosinophilic Esophagitis: Feasibility, acceptability, and preliminary outcomes

2022 ◽  
pp. 136749352110641
Author(s):  
Alain J Benitez ◽  
Ashley McGar ◽  
Kristen Kohser ◽  
Troy Gibbons ◽  
Amanda Muir ◽  
...  
Keyword(s):  
Eosinophilic Esophagitis ◽  
Future Research ◽  
Evidence Based ◽  
Baseline Assessment ◽  
New Information ◽  
Related Quality ◽  
Health Related ◽  
Child Caregiver

Children with eosinophilic esophagitis (EoE) are faced with ongoing treatments that can impact their wellbeing. There are no evidence-based resources that families can implement independently to cope with EoE-related stressors. This study aimed to examine acceptability, feasibility, and preliminary outcomes of the newly developed Cellie Coping Kit for Children with EoE intervention. Forty child-caregiver dyads completed a baseline assessment (T1) and initiated the intervention; 30 (75%) child participants and 33 (82.5%) caregivers were retained to follow-up (T2). Of those who completed the T2 assessment, most reported that the intervention was easy to use (>90%) and would recommend the intervention to others (>90%). The intervention was feasible: >70% used the kit, and most indicated they would use it again (>75%). More than half of families reported learning new information and/or coping strategies. No statistically significant changes were identified in comparing T1 and T2 coping and health-related quality of life. These findings suggest that the Cellie Coping Kit for Children with EoE is a promising intervention in that it was well accepted, feasible, and helped many families learn novel strategies on how to manage EoE challenges. Future research should examine how to strengthen the intervention to achieve longer-term targeted outcomes.

Examining Behavioral Consultation Plus Computer-Based Implementation Planning on Teachers’ Intervention Implementation in an Alternative School

2018 ◽  
Vol 39 (2) ◽  
pp. 106-117 ◽  
Author(s):  
Anna C. J. Long ◽  
Lisa M. Hagermoser Sanetti ◽  
Catherine R. Lark ◽  
Jennifer J. G. Connolly
Keyword(s):  
Classroom Management ◽  
Challenging Behaviors ◽  
Multiple Baseline ◽  
Behavioral Consultation ◽  
Implementation Support ◽  
Classroom Implementation ◽  
Baseline Design ◽  
Implementation Planning ◽  
Management Plans ◽  
Computer Based

Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students’ return to their community school. Consistently implemented evidence-based classroom management is necessary toward this goal; yet, many teachers report not having the necessary knowledge or skills to effectively manage behavior in their classroom. Implementation Planning (IP) is a proactive and efficient implementation support that has evidence of being effective when delivered by a consultant during behavioral consultation. The primary aim of this multiple baseline design study was to extend the findings on consultant-mediated IP by evaluating the effect of a self-guided, computer-based version of IP on teacher treatment integrity of classroom management plans. Unlike previous studies of consultant-mediated IP, results from this study indicated a minimal effect across dimensions of teachers’ implementation, and thus also on student disruptions.

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