The Role of Coaching on the Implementation of Individualized Behavior Supports in Elementary Schools
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| Title: | The Role of Coaching on the Implementation of Individualized Behavior Supports in Elementary Schools |
|---|---|
| Language: | English |
| Authors: | Kelly, Elizabeth M. (ORCID |
| Source: | Journal of Positive Behavior Interventions. Apr 2023 25(2):108-117. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H327S130008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Individualized Programs, Positive Behavior Supports, Coaching (Performance), Experience, Program Implementation, Educational Practices, Barriers |
| DOI: | 10.1177/10983007221120253 |
| ISSN: | 1098-3007 1538-4772 |
| Abstract: | Coaching is necessary for the successful implementation of individualized behavior support in the classroom. However, the way in which school teams engage in coaching to facilitate the implementation of individualized behavior supports has not been well described. This large-scale exploratory survey examined current coaching practices of elementary school educators implementing individualized behavior supports. Respondents described their coaching experiences with respect to frequency, type of coaching activities, type of feedback, method of feedback, tools to support coaching implementation, perceived coaching effectiveness, and obstacles to effective coaching. Results indicate wide variability in coaching practices for those receiving coaching, in addition to a disparity between ideal coaching as described in the literature and actual coaching practices in schools. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1372866 |
| Database: | ERIC |
| Abstract: | Coaching is necessary for the successful implementation of individualized behavior support in the classroom. However, the way in which school teams engage in coaching to facilitate the implementation of individualized behavior supports has not been well described. This large-scale exploratory survey examined current coaching practices of elementary school educators implementing individualized behavior supports. Respondents described their coaching experiences with respect to frequency, type of coaching activities, type of feedback, method of feedback, tools to support coaching implementation, perceived coaching effectiveness, and obstacles to effective coaching. Results indicate wide variability in coaching practices for those receiving coaching, in addition to a disparity between ideal coaching as described in the literature and actual coaching practices in schools. |
|---|---|
| ISSN: | 1098-3007 1538-4772 |
| DOI: | 10.1177/10983007221120253 |
