Coaching Teachers’ Use of Social Behavior Interventions to Improve Children’s Outcomes

Abstract

Children with social behavior problems need teachers who are prepared to use evidence-based interventions to increase their likelihood of success. However, it is clear that teachers do not feel prepared to support children in this area. One approach for supporting teachers in using more effective interventions for children with behavior needs is the use of coaching. The purpose of this review of the literature is to explore the research to date that specifically targets coaching teachers on the use of social behavior interventions to improve children’s social behavior outcomes. Criteria were established to increase the generalizability of the results of the review and 29 studies met inclusionary criteria. Of these studies, 86% documented positive findings and the remaining documented neutral findings. Only 31% of studies documented a measure of integrity for the coaching process. Main findings and implications for future research are discussed.

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