Use Of Research-based Strategies Research Articles

A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders: Paraprofessional and student outcomes

There is limited research on job-embedded professional development designed to promote paraprofessionals' use of research-based strategies to support students with disruptive behaviors. This study serves as the first clustered randomized controlled trial to investigate the efficacy of the Behavior Support Coaching for Paraprofessional Model (BSC-P), which is a job-embedded training intervention for elementary schools. BSC-P is a data-driven coaching model designed to enhance paraprofessionals' implementation of behavior interventions for elementary school students with or at risk for disruptive behavior disorders. Within the present study, primary dependent measures included paraprofessionals' behavioral strategy implementation and perceived supports, the paraprofessional-teacher relationship, and work-related stress, as well as observed and rated student behaviors, academic engagement, academic achievement, and social skills. The sample included 259 students, 101 paraprofessionals, and 36 elementary schools randomly assigned to the BSC-P coaching condition or the waitlist control condition. Multilevel models revealed that, relative to those in the waitlist control condition, BSC-P paraprofessionals demonstrated improvements in behavior management practices (antecedent strategies d = 0.91, reward appropriate behavior d = 1.51) and emotional and instrumental support (ds = 0.60 and 0.63, respectively). No between-condition effects were found for perceived teacher-paraprofessional relationships or work-related stress. Relative to students in the waitlist control condition, students supported by BSC-P paraprofessionals exhibited improvements in observed verbal and physical aggression (ds = −0.68) and academic engagement (d = 0.87), as well as teacher-rated school problems (d = −0.43), adaptive skills (d = 0.44), and social skills (d = 0.42). Paraprofessionals reported that BSC-P was an acceptable and useful professional development model.

Effects of in-service and coaching to increase teachers’ use of research-based strategies in beginning reading

In-service and coaching can increase teachers’ use of research-based practices. This study examined the effects of in-service training plus coaching that included preconference, side-by-side coaching, and feedback on kindergarten teachers’ use of research-based strategies during beginning reading instruction. Teachers were trained to enhance beginning reading instruction using research-based strategies including model-lead-test, unison responding (i.e., choral responding, response cards), and systematic error correction. Results indicated that for some teachers, a half-day in-service improved delivery of the research-based strategies, while others required side-by-side coaching to demonstrate improved use of the strategies. Teachers reported the in-service and coaching support were helpful and provided information on research-based strategies that increased student engagement. Implications for future research and practice are discussed.

Predictors of the Instructional Strategies that Elementary School Teachers Use with English Language Learners

Background/Context According to demographers, the number of English language learners (ELLs) in U.S schools has been increasing and is likely to continue to increase in coming years. For various reasons relating to language acquisition, cultural adjustment, and persistent discrimination, these students tend to experience academic difficulties. Improvement in their performance depends on teachers’ use of effective instructional strategies, but few surveys have investigated the extent to which teachers use such strategies or the conditions that encourage them to do so. Focus of Study This study addressed the following research questions: (a) To what extent do elementary content-area teachers use various research-based practices for teaching ELLs? (b) In consideration of appropriate statistical controls, to what extent are elementary content-area teachers’ professional training, attitudes, bilingualism, and their schools’ characteristics, singly and in combination, associated with their reported use of a set of research-based strategies for teaching English language learners? Participants Participants were a random sample of Ohio elementary school teachers (n = 419) in schools in the highest quartile of ELL enrollment. Research Design The current study surveyed elementary teachers in Ohio and then used multiple regression methods to identify significant predictors of teachers’ use of research-based strategies with ELLs. Findings Findings showed that teachers reported frequent use of research-based strategies, but their preference was for strategies recommended for all learners. They were less likely to use strategies specifically intended for ELLs. In addition, regression results showed that teachers’ attitudes and the percentage of ELLs in their schools were significant predictors of teachers’ use of research-based strategies—a positive predictor in the first instance and a negative predictor in the second. Ancillary analyses revealed that teachers’ years of experience and bilingualism, as well as the schools’ resources, were significant predictors of teachers’ attitudes toward ELLs, with more experienced teachers exhibiting more negative attitudes, and bilingual teachers and those in higher resource schools exhibiting more positive attitudes. Conclusions/Recommendations Findings point to the likelihood that continued efforts to prepare elementary school teachers to work with ELLs will entail the provision of additional resources to schools with large and increasing ELL populations. In addition, efforts to increase teachers’ use of research-based strategies with ELLs will involve professional preparation powerful enough to change attitudes. Instruction in a second language appears to be an approach that bears consideration.

Familia Adelante: A Multi-Risk Prevention Intervention for Latino Families

A comprehensive approach for providing behavioral health services to youth is becoming increasingly emphasized. Latino youth are at increased risk for substance abuse, mental health concerns, unsafe sexual practices and HIV, and these outcomes have been empirically connected to individual, family and community-based stress. Despite this knowledge, there is a lack of evidence-based approaches that target these negative outcomes by reducing stress in Latino families in a culturally relevant manner. The current study examined the use of research-based strategies for reducing multiple risk behaviors in a predominantly Mexican-American sample of families. Through a modular approach, participants engaged in a psycho-educational curriculum to enhance communication and psychosocial coping, increase substance abuse and HIV knowledge and perception of harm, and improve school behavior. Over 12 sessions, the curriculum aimed to achieve these outcomes through an overall decrease in family and community-based stress by focusing on acculturative stress. Findings indicate that communication and perception of substance use harm were significantly enhanced, while social norms regarding sexual behavior, HIV anxiety and past use of marijuana and other illegal drugs were significantly reduced. While many of measures were reliable (α>.80), further changes are necessary to improve the accuracy of future studies. Despite these limitations, Familia Adelante improves many areas of participant's family life, and points toward the feasibility of multi-risk reduction behavioral health prevention approaches.

Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies

Increasing the accurate use of research-based practices in classrooms is a critical issue. Professional development is one of the most practical ways to provide practicing teachers with training related to research-based practices. This study examined the effects of in-service plus follow-up coaching on first grade teachers’ accurate delivery of three research-based strategies during math instruction. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of the strategies after the in-service, with a second level of growth achieved after coaching. Improvements also generalized to untrained math sessions. Teachers reported very high levels of satisfaction with the training model.