| Title |
Promoting Teachers’ Implementation of Classroom-Based Prevention Programming Through Coaching: The Mediating Role of the Coach–Teacher Relationship
|
|---|---|
| Published in |
Administration and Policy in Mental Health and Mental Health Services Research, October 2017
|
| DOI | 10.1007/s10488-017-0832-z |
| Pubmed ID | |
| Authors |
Stacy R. Johnson, Elise T. Pas, Catherine P. Bradshaw, Nicholas S. Ialongo |
| Abstract |
There is growing awareness of the importance of implementation fidelity and the supports, such as coaching, to optimize it. This study examined how coaching activities (i.e., check-ins, needs assessment, modeling, and technical assistance) related directly and indirectly to implementation dosage and quality of the PAX Good Behavior Game, via a mediating pathway through working relationship. Mediation analyses of 138 teachers revealed direct effects of modeling and working relationship on implementation dosage, whereas needs assessment was associated with greater dosage indirectly, by higher ratings of the working relationship. Understanding how coaching activities promote implementation fidelity elements has implications for improving program effectiveness. |
X Demographics
The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Cameroon | 1 | 33% |
| United States | 1 | 33% |
| Unknown | 1 | 33% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 67% |
| Practitioners (doctors, other healthcare professionals) | 1 | 33% |
Mendeley readers
The data shown below were compiled from readership statistics for 70 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 70 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 14 | 20% |
| Student > Master | 7 | 10% |
| Student > Doctoral Student | 5 | 7% |
| Researcher | 4 | 6% |
| Student > Postgraduate | 4 | 6% |
| Other | 6 | 9% |
| Unknown | 30 | 43% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 12 | 17% |
| Social Sciences | 11 | 16% |
| Nursing and Health Professions | 6 | 9% |
| Medicine and Dentistry | 3 | 4% |
| Arts and Humanities | 2 | 3% |
| Other | 5 | 7% |
| Unknown | 31 | 44% |
Attention Score in Context
This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 03 January 2018.
All research outputs
#14,006,272
of 23,849,058 outputs
Outputs from Administration and Policy in Mental Health and Mental Health Services Research
#424
of 670 outputs
Outputs of similar age
#166,938
of 329,947 outputs
Outputs of similar age from Administration and Policy in Mental Health and Mental Health Services Research
#6
of 13 outputs
Altmetric has tracked 23,849,058 research outputs across all sources so far. This one is in the 40th percentile – i.e., 40% of other outputs scored the same or lower than it.
So far Altmetric has tracked 670 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 10.2. This one is in the 36th percentile – i.e., 36% of its peers scored the same or lower than it.
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We're also able to compare this research output to 13 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 53% of its contemporaries.