Implementing "Banking Time" with Teachers and Preschoolers Displaying Disruptive Behaviors: Links between Consultant-Teacher Relationship Quality, Implementation Fidelity and Dosage, and Dyadic Teacher-Child Interactions

Autor/inn/en	Partee, Ann; Williford, Amanda; Whittaker, Jessica
Titel	Implementing "Banking Time" with Teachers and Preschoolers Displaying Disruptive Behaviors: Links between Consultant-Teacher Relationship Quality, Implementation Fidelity and Dosage, and Dyadic Teacher-Child Interactions
Quelle	In: School Mental Health, 14 (2022) 2, S.341-356 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-021-09467-1
Schlagwörter	Consultation Programs; Interpersonal Relationship; Teacher Attitudes; Consultants; Interpersonal Communication; Teacher Student Relationship; Program Implementation; Fidelity; Program Effectiveness; Preschool Children; Behavior Problems; Intervention + Suchen Sie Ihr Suchwort? Fachberatung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Consultant; Berater; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Teacher consultation is commonly used to ensure that classroom-based interventions are implemented with fidelity to achieve targeted outcomes, yet the consultation process is not well understood. Consultant-teacher relationship quality is one feature of consultation that may promote intervention outcomes--both directly and indirectly via teachers' implementation. The current study used mediation models to examine the direct links between consultant-teacher relationship quality, assessed from the perspective of the consultant and teacher, and observed dyadic teacher-child interactions, as well as the indirect effect through teachers' implementation fidelity and dosage. Implementation data come from the "Banking Time" intervention (N = 168 children, 57 teachers), a dyadic teacher-child intervention that targets the quality of interactions between teachers and preschoolers perceived to display disruptive behavior. Consultants (N = 4) worked with teachers to support their implementation of specific "Banking Time" practices. Findings supported a direct link between consultant-reported relationship quality and teachers' observed interactions with children; however, no evidence for an indirect effect was found. Consultant-reported relationship quality predicted implementation dosage but not fidelity. Across findings, consultant-reported relationship quality emerged as a stronger predictor of outcomes than teacher-reported relationship quality. Results have implications for school-based interventions that employ teacher consultation to support teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01