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Updated: Feb 20, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Promoting Teachers' Implementation of Classroom-Based Prevention Programming Through Coaching: The Mediating Role of
Stacy R Johnson1,2, Elise T Pas3, Catherine P Bradshaw3,4
1Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, 415 N. Washington St., 5th Floor, Baltimore, MD, 21231, USA. stacyrjohnson@jhu.edu.
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.
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