Project Activities
The research team conducted a randomized control trial to test the impact of the BSC-P coaching model on paraprofessional and student outcomes as well as potential moderators and mediators.
Structured Abstract
Setting
This project was conducted in elementary schools in urban and suburban areas of New Jersey.
Sample
A total of 144 paraprofessionals, 143 teachers, and 354 students with or at risk for externalizing behavior disorders from 53 schools (approximately 3 paraprofessionals per school and 3 students per paraprofessional) participated in this research. In the BSC-P immediate coaching condition, there were 31 schools corresponding to 72 classrooms composed of 73 paraprofessionals and 182 target students. In the control condition, there were 22 schools corresponding to 65 classrooms composed of 71 paraprofessionals and 172 students.
The BSC-P coaching model is based on a behavioral consultation framework utilized in school settings. The intervention began with an initial full-day training workshop provided to all participating paraprofessionals on (a) the importance of early intervention for students with or at risk for externalizing behavior disorders; (b) the use of behavioral data to identify students' needs for behavioral supports; and (c) the application of class-wide behavioral interventions to support all students. Weekly coaching sessions were provided over the course of 12 weeks using a protocol to guide classroom teachers in making data-driven behavioral management decisions and paraprofessionals in providing research-based interventions (including acquisition intervention strategies, attention seeking/reinforcement intervention strategies, escape intervention strategies, and generalization intervention strategies). The coaching protocol was used to guide the classroom teachers and paraprofessionals through the following five phases: (1) analyzing data to identify students' behavioral needs; (2) considering mechanisms responsible for the identified needs; (3) conceptualizing a plan of action for achieving measurable goals; (4) implementing research-based behavioral interventions; and (5) evaluating progress toward goal attainment. Coaching sessions primarily focused on paraprofessionals, but classroom teachers were involved in the initial three sessions and the last coaching session phase.
Research design and methods
The research team utilized a three-cohort randomized controlled trial in which schools served as the unit of randomization. Schools were randomly assigned to receive immediate BSC-P coaching or a business-as-usual waitlist-control condition. Classrooms, paraprofessionals, and students were determined to be eligible to participate based on a multi-gated behavioral screening procedure that identified the presence of externalizing behaviors and disruptive classroom behaviors for up to five nominated students per classroom. Over the course of 12 weeks, participating classrooms engaged in a screening, baseline assessment, intervention, and post-intervention assessment process. The immediate coaching condition received the BSC-P coaching model whereas the control condition maintained regular school procedure. Analyses tested the efficacy of the BSC-P coaching model; moderating effects of the paraprofessional-teacher relationship and observed teacher classroom-wide practices on paraprofessional self-reported behavior strategy usage and student behavioral outcomes; and mediating effects of paraprofessional self-reported behavior strategy usage on the impact of the BSC-P coaching model on student outcomes.
Control condition
Schools assigned to the waitlist control condition engaged in business-as-usual practices for assisting paraprofessionals and teachers in implementing behavioral support practices for students with or at risk for externalizing behavior disorders. Paraprofessionals and teachers in schools assigned to the control condition were offered the BSC-P coaching intervention the following academic year.
Key measures
Multiple measures were used to assess paraprofessional and student outcomes, and potential mediating and moderating variables. The Behavioral and Emotional Screen System–3 was used as a behavioral screener to determine students' risk for externalizing behavior disorders. Paraprofessional outcomes included their level of using behavioral intervention practices as measured through a self-report Behavior Strategy Usage Log and their perceived instrumental and emotional supports and work-related stress as measured by the Paraprofessional Supports and Stress Scale. Students' level of disruptive behaviors was measured through 45 minutes of direct observation via the Behavioral Observation System in Schools. Students' social-emotional behaviors were captured using the teacher rating scale versions of the Behavior Assessment System for Children 3 and the Social Skills Improvement System. Students' academic achievement was measured with the Woodcock Johnson IV Brief Achievement Tests for reading and math. Moderator variables included paraprofessional-teacher relationship measured via a self-report questionnaire and teachers’ classroom-wide practices measured by the Classroom Strategies Assessment System. Coaching fidelity was coded from audio recordings of each coaching session and logs recording the time, duration, format, and foci of coaching sessions. Coaching acceptability was measured using teacher and paraprofessional reports on the Usage Rating Profile Index Revised.
Data analytic strategy
The research team used multilevel modeling to evaluate the impact of the BSC-P coaching model on paraprofessionals' practices and students' academic and behavioral outcomes. Multilevel models accounted for the nesting of students within paraprofessionals/teachers, and paraprofessionals/teachers within schools. Single-level linear models with missing values treated by maximum likelihood estimation were used to explore moderating and mediating effects.
Key outcomes
Key Outcomes: The main findings of this project, as reported by the principal investigator, are as follows:
- BSC-P coaching resulted in significant improvements in paraprofessional self-reported instrumental support compared to the control condition. There were no significant effects on their behavioral intervention practices as measured through a self-report Behavior Strategy Usage Log.
- There were significant effects of BSC-P coaching on student behavior. Specifically, there were significant increases in active engagement and adaptive skills and significant decreases in inappropriate physical and verbal behaviors, disruptive behaviors, and school problems for students in the coaching condition compared to those in the control condition.
- There were not significant moderating effects of paraprofessional-teacher relationship or teacher classroom instructional and behavior management practices on the relationship between BSC-P coaching and paraprofessional behavior strategy usage. Teacher practices also did not moderate the relationship between BSC-P coaching and student behavioral outcomes.
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