THE EFFECT OF FEASIBLE COACHING SUPPORTS ON TREATMENT FIDELITY TO A MULTICOMPONENT BEHAVIORAL INTERVENTION

There is an apparent need to identify resource-and time-efficient approaches to supporting teacher implementers of behavioral interventions. The purpose of this study was to evaluate the effectiveness of a brief training and intermittent performance feedback coaching model on teacher implementation of a multicomponent behavioral intervention. Participants were three elementary general education teachers and their classes of students in grades K–2. Teachers were trained on Class-Wide Function-Related Intervention Teams procedures, and results were analyzed within the context of a single-case multiple-probe-across-participants design. All teachers met a predetermined performance criterion for treatment fidelity following implementation of the brief training and performance feedback; thus, a functional relation was evident. Group on-task behavior also increased in all classrooms, but a functional relation was not evident.