Lessons Learned Coaching Teachers in Behavior Management: The PBISplus Coaching Model

Patricia A. Hershfeldt, Karen Pell, Richard Sechrest, Elise Touris Pas, Catherine P. Bradshaw

Research output: Contribution to journalArticle

Abstract

There is growing interest in coaching as a means of promoting professional development and the use of evidence-based practices in schools. This article describes the PBISplus coaching model used to provide technical assistance for classroom- and school-wide behavior management to elementary schools over the course of 3 years. This Tier 2 coaching model was implemented within the context of school-wide Positive Behavioral Interventions and Supports (PBIS) and tested in a 42-school, randomized controlled trial. We summarize some of the lessons learned by coaches regarding their efforts to gain access to the administrators, teachers, and student support staff in order to effect change and improve student outcomes. We conclude with a discussion of ways to successfully collaborate with teachers to promote effective classroom- and school-wide behavior management.

Original languageEnglish (US)
Pages (from-to)280-299
Number of pages20
JournalJournal of Educational and Psychological Consultation
Volume22
Issue number4
DOIs
StatePublished - Oct 2012

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Students
Evidence-Based Practice
Administrative Personnel
Mentoring
Randomized Controlled Trials

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychology (miscellaneous)

Cite this

Lessons Learned Coaching Teachers in Behavior Management : The PBISplus Coaching Model. / Hershfeldt, Patricia A.; Pell, Karen; Sechrest, Richard; Pas, Elise Touris; Bradshaw, Catherine P.

In: Journal of Educational and Psychological Consultation, Vol. 22, No. 4, 10.2012, p. 280-299.

Research output: Contribution to journalArticle

Hershfeldt, Patricia A. ; Pell, Karen ; Sechrest, Richard ; Pas, Elise Touris ; Bradshaw, Catherine P. / Lessons Learned Coaching Teachers in Behavior Management : The PBISplus Coaching Model. In: Journal of Educational and Psychological Consultation. 2012 ; Vol. 22, No. 4. pp. 280-299.
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