Relationship between systems coaching and problem-solving implementation fidelity in a response to intervention model.

2016

Donald Kincaid
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813-974-7684

The literature on RTI has indicated that professional development and coaching are critical to facilitating problem-solving implementation with fidelity. This study examined the extent to which systems coaching related to the fidelity of problem-solving implementation in 31 schools from six districts. Schools participated in three years of a state-level professional development initiative to implement RTI practices. Each school received ongoing coaching through job-embedded training, technical assistance, and evaluation support. Data on quality of coaching received, continuity of coaching (i.e., coaching provided by the same individual over time), changes in educator beliefs and perceived skills, and problem-solving implementation fidelity were examined through multilevel modeling (MLM) procedures. Results indicated that coaching continuity positively related to RtI implementation fidelity.

Systems coaching, Response to Intervention, problem-solving model, fidelity, professional development

Peer-reviewed publications in scholarly journals Published/In Press

Consumers/Families, Professionals, Policymakers, Students

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