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Put Me in, Coach: Observations on Selected Studies Implementing Supportive Interventions to Teachers

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Abstract

This article describes and comments further on the content of five articles published in School Mental Health (viz., Coles et al. 2015; Cook et al. 2015; Pas et al. 2015; Shernoff et al. 2015; Sutherland et al. 2015). Although these studies used a variety of research designs, most employed supportive coaching procedures to persuade teachers to implement evidence-based practices with high integrity. Thoughts regarding coaching and consultation as vehicles for providing support to teachers are offered, as are opinions on the value of assessing various constructs within coaching/consultation research (i.e., teachers’ beliefs, attitudes, knowledge, and/or skills in relation to enhancing intervention implementation; procedural integrity of the coaching/consultation procedure itself; and student outcomes).

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Authors and Affiliations

  1. T. Denny Sanford School of Social and Family Dynamics, College of Liberal Arts and Sciences, Arizona State University, PO Box 873701, Tempe, AZ, 85287-3701, USA

    William P. Erchul

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  1. William P. Erchul
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Correspondence to William P. Erchul.

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Erchul, W.P. Put Me in, Coach: Observations on Selected Studies Implementing Supportive Interventions to Teachers. School Mental Health 7, 74–79 (2015). https://doi.org/10.1007/s12310-015-9144-1

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