Measuring Teacher Implementation in Delivery of a Bullying Prevention Program: the Impact of Instructional and Procedural Adherence and Competence on Student Responsiveness
Measuring Teacher Implementation in Delivery of a Bullying Prevention Program: the Impact of Instructional and Procedural Adherence and Competence on Student Responsiveness
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DOI：
10.1007/s11121-014-0508-9
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发表时间：
2015-04-01
影响因子：
3.5
通讯作者：
Doyle, Sarah T.
中科院分区：
文献类型：
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作者：
Goncy, Elizabeth A.;Sutherland, Kevin S.;Doyle, Sarah T.
尽管有证据表明，以学校为基础的预防项目可以对学生的学业和行为功能产生积极影响，但教师维持高质量实施的能力仍然是一个开放和令人烦恼的问题。由于教师通常是学校预防项目的干预代理人，评估他们对项目程序的遵守程度和他们在项目实施方面的能力对于确保学生对预防项目的反应至关重要，而这反过来又可能影响预防项目的效果。本研究评估了两所城市中学实施Olweus霸凌预防计划（OBPP）的治疗保真度。训练有素的观察员完成了280项关于教师实施OBPP班会部分的观察，并对教师的教学和程序依从性、实施能力和学生的反应性进行了评分。使用多层次模型的分析表明，在教师教学行为依从性之外，交付能力与学生的反应性显著相关，因此，在控制了教师的聚集性以及几个观察水平和教师水平的协变量之后，教学依从性和程序能力较高的课堂会议导致学生对程序的反应性更高。本研究强调需要制定策略，以提高教师对有效教学实践的使用和项目程序的能力，以提高学校预防项目的有效性。
Although there is evidence that school-based prevention programs can produce positive effects on students' academic and behavioral functioning, the ability of teachers to sustain high-quality implementation remains an open and vexing question. Because teachers are often the intervention agents in school-based prevention programs, assessing both their adherence to program procedures and their competence in program delivery is critical for ensuring student responsiveness to prevention programs, which in turn may impact their efficacy. The current study assessed treatment fidelity of implementation of the Olweus' Bullying Prevention Program (OBPP) in two urban middle schools. Trained observers completed 280 observations of teachers' delivery of the class meeting component of the OBPP and rated teachers' instructional and procedural adherence and competence of delivery and students' responsiveness. Analyses using multilevel modeling indicated that competence of delivery was significantly related to student responsiveness above and beyond teacher instructional behavior adherence, such that class meetings conducted with higher instructional adherence and procedural competence resulted in higher student responsiveness to the program after controlling for the clustered nature of teachers, and several observation-level and teacher-level covariates. This study highlights the need for strategies to increase teacher use of effective instructional practices and competence with program procedures to enhance the efficacy of prevention programming in schools.