Coaching Teachers to Improve Implementation of the Good Behavior Game

  • Kimberly D. Becker
  • Catherine P. Bradshaw
  • Celene Domitrovich
  • Nicholas S. Ialongo
Original Paper

DOI: 10.1007/s10488-013-0482-8

Cite this article as:
Becker, K.D., Bradshaw, C.P., Domitrovich, C. et al. Adm Policy Ment Health (2013) 40: 482. doi:10.1007/s10488-013-0482-8

Abstract

This study explored the association between coaching and the implementation of the Good Behavior Game (GBG) by 129 urban elementary school teachers. Analyses involving longitudinal data on coaching and teacher implementation quality indicated that coaches strategically varied their use of coaching strategies (e.g., modeling, delivery) based on teacher implementation quality and provided additional support to teachers with low implementation quality. Findings suggest that coaching was associated with improved implementation quality of the GBG. This work lays the foundation for future research examining ways to enhance coach decision-making about teacher implementation.

Keywords

Coaching Prevention Schools Teachers Good Behavior Game 

Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • Kimberly D. Becker
    • 1
  • Catherine P. Bradshaw
    • 2
  • Celene Domitrovich
    • 3
  • Nicholas S. Ialongo
    • 2
  1. 1.Department of PsychiatryUniversity of Maryland School of MedicineBaltimoreUSA
  2. 2.Johns Hopkins Bloomberg School of Public HealthBaltimoreUSA
  3. 3.Pennsylvania State UniversityUniversity ParkUSA

Personalised recommendations