Abstract
First Step to Success (FSS) is a “manualized” intervention with documented effectiveness in reducing problem behaviors for young children at risk for school failure. This study is a preliminary analysis focusing on the role of performance feedback from FSS coaches on the fidelity with which teachers implemented FSS. Three typically developing students (2 kindergarten and 1 first grade) and their respective teachers served as participants. Student behavior and teacher implementation fidelity were assessed using a nonconcurrent multiple baseline design across student/teacher dyads, in which a no coaching baseline was followed by a performance feedback condition. The baseline phase showed modest levels of implementation fidelity and initial low levels of problem behavior followed by gradually increasing trends. A relation was demonstrated between coaching feedback and improved implementation fidelity. In addition, improved fidelity was associated with improvements in student problem behavior. Implications are drawn for clinical application of FSS and other “manualized” interventions.
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The authors extend appreciation to Dr. Hill Walker for his guidance and feedback in the conducting of this research. Preparation of this article was supported in part by the US Department of Education CFDA 84.32P (Grant H32P040006). Opinions expressed herein do not necessarily reflect the position of the US Department of Education, and such endorsement should not be inferred.
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Rodriguez, B.J., Loman, S.L. & Horner, R.H. A Preliminary Analysis of the Effects of Coaching Feedback on Teacher Implementation Fidelity of First Step to Success. Behav Analysis Practice 2, 11–21 (2009). https://doi.org/10.1007/BF03391744
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DOI: https://doi.org/10.1007/BF03391744