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

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

Research output: Contribution to journalArticlepeer-review

16 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)1107-1116
Number of pages10
JournalPrevention Science
Volume16
Issue number8
DOIs
StatePublished - Nov 1 2015

Keywords

  • Emotional support
  • Engagement
  • Fidelity of implementation

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

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