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01-11-2015

Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

Authors: Shannon B. Wanless, Sara E. Rimm-Kaufman, Tashia Abry, Ross A. Larsen, Christine L. Patton

Published in: Prevention Science | Issue 8/2015

Abstract

Fidelity of implementation of classroom interventions varies greatly, a reality that is concerning because higher fidelity of implementation relates to greater effectiveness of the intervention. We analyzed 126 fourth and fifth grade teachers from the treatment group of a randomized controlled trial of the Responsive Classroom® (RC) approach. Prior to training in the intervention, we assessed factors that had the potential to represent a teacher’s readiness to implement with fidelity. These included teachers’ observed emotional support, teacher-rated use of intervention practices, teacher-rated self-efficacy, teacher-rated collective responsibility, education level, and years of experience, and they were not directly related to observed fidelity of implementation 2 years later. Further analyses indicated, however, that RC trainers’ ratings of teachers’ engagement in the initial weeklong RC training mediated the relation between initial observed emotional support and later observed fidelity of implementation. We discuss these findings as a way to advance understanding of teachers’ readiness to implement new interventions with fidelity.

We also ran our analyses for research questions 1 and 2 with trainer-rater as the level 2 grouping variable and only included teachers who had data on their trainer id (N = 87). In these analyses, the pattern and magnitude of effects were unchanged.

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Title: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach
Authors: Shannon B. Wanless
Sara E. Rimm-Kaufman
Tashia Abry
Ross A. Larsen
Christine L. Patton
Publication date: 01-11-2015
Publisher: Springer US
Published in: Prevention Science / Issue 8/2015
Print ISSN: 1389-4986
Electronic ISSN: 1573-6695
DOI: https://doi.org/10.1007/s11121-014-0519-6

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Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

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