Using multilevel coaching to improve general education teachers’ implementation fidelity of culturally responsive social skill instruction

Abstract

The study examined the effects of multilevel coaching on three elementary general education teachers’ implementation fidelity of culturally responsive social skill instruction and on three African American students’ classroom behaviors. After receiving initial professional development training on integrating culturally responsive social skill instruction into daily curriculum, the teacher participants received coaching supports based on their performance data. The researchers assessed teachers’ implementation fidelity using an evaluation rubric that addressed both lesson plan development and lesson plan implementation, and evaluated students’ behaviors through classroom observations using a single-case multiple probe across teacher-student dyads design. Results of the study showed that all teachers improved their implementation fidelity during the coaching condition. All students substantially reduced the levels of noncompliance with classroom rules after teachers received coaching supports.