Coaching & Implementation Support
What We Do
We engage in a variety of programs and research projects related to implementation, many of which focus on teacher and/or school-level coaching interventions that incorporate data-based decision-making and performance feedback. A particular area of interest is the use of motivational interviewing and related strategies to optimize implementation fidelity and quality.We also conduct research on related factors, including teacher efficacy, stress, and burnout.
Related Projects: Bullying CCU, Double Check, GBG+MTP
A series of our projects focus on strategies to optimize implementation and scale-up of evidence-based practices to improve behavior, climate, and classroom experiences. We see a key lever for this as teacher and/or school-level coaching that incorporates data-based decision-making and performance feedback.
A particular area of interest is the use of motivational interviewing and related strategies to optimize implementation fidelity and quality. We have achieved this through the adaptation of an evidence-based coaching model, called the Classroom Check-Up, which embeds the use of motivational interviewing to promote teachers’ classroom management practices. This model, in its original and adapted forms, such as the Double Check model, have been shown to improve teacher practices and, in turn, student outcomes. We take a specific interest in teacher efficacy, stress, and burnout. A related line of work extends this coaching work and integrates guided practice opportunities within the TeachLivE© simulator.
Becker, K.,Bradshaw, C. P., Domitrovich, C.E., & Ialongo, N. S. (2013). Coaching teachers to improve the implementation quality of evidence-based programs: Linking coaching with fidelity in the PATHS to PAX Project. Administration and Policy in Mental Health and Mental Health Services Research, 40, doi: 10.1007/s10488-013-0482-8
Bradshaw, C.P., Pas, E.T., Bottiani, J., Debnam, K.J., Reinke, W., Herman, K., & Rosenberg, M.S. (2018). Promoting cultural responsivity and student engagement through Double Check coaching of classroom teachers: An efficacy study. School Psychology Review, 47,118-134. doi: 10.17105/SPR-2017-0119.V47-2
Pas, E.T., Duran, C., Debnam, K.J., & Bradshaw, C.P. (in press). Is it more effective or efficient to coach teachers in pairs or individually?: A comparison of teacher and student outcomes and coaching costs. Journal of School Psychology.
Pas, E. T., Borden, L., Herman, K., & Bradshaw, C.P. (2021). Leveraging motivational interviewing to coach teachers in the implementation of preventive evidence-based practices: A sequential analysis of the motivational interviewing process. Prevention Science, 22(6), 786-798.10.1007/s11121-021-01238-3
Pas, E.T., & Bradshaw, C.P. (2021). Introduction to the special issue on optimizing the implementation and effectiveness of preventive interventions through motivational interviewing. Prevention Science, 22(6), 683-688. https://doi.org/10.1007/s11121-021-01278-9
Tolan, P.H., Elreda, L., Bradshaw, C. P., Downer, J., & Ialongo, N. (2020). Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™: The moderating role of distress among new teachers on student outcomes. Journal of School Psychology 78, 75-95. https://doi.org/10.1016/j.jsp.2019.12.002
Johnson, S., Pas, E., & Bradshaw, C.P. (2016). Understanding and measuring coach-teacher alliance: A glimpse inside the 'black box'. Prevention Science, 17(4),5T5T439-4495T5T.
Johnson, S., Pas, E.T., Bradshaw, C.P., & Ialongo, N.S. (2018). Promoting teachers' implementation of classroom-based prevention programming through coaching: The mediating role of the coach-teacher relationship. Administration and Policy in Mental Health and Mental Health Services Research,45, 404–416. DOI 10.1007/s10488-017-0832-z