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School-based consultation and coaching for promoting teachers' generalized outcomes: A meta-analysis
Zachary C LaBrot1, Tyler Smith1, Emily Maxime1
1University of Southern Mississippi, Hattiesburg, MS 39406, United States.
Journal of School Psychology
|December 7, 2024
Summary
School-based consultation and coaching effectively promote teachers' generalization of evidence-based practices (EBPs). Specific supports like in situ training enhance this generalization, leading to improved classroom outcomes.
Area of Science:
- Educational Psychology
- Classroom Management Research
Background:
- School-based consultation and coaching aim to increase teachers' use of classroom management strategies.
- Ensuring teachers generalize trained evidence-based practices (EBPs) is crucial but not fully understood.
Purpose of the Study:
- To synthesize research on the extent of teacher generalization of practices learned through consultation/coaching.
- To advocate for collecting generalization data in future consultation and coaching studies.
Main Methods:
- A meta-analysis of 17 studies examining school-based consultation and coaching.
- Analysis of implementation supports and specific practices influencing generalization.
Main Results:
- School-based consultation and coaching effectively promote EBP generalization (LRRi = 0.82) and target outcomes (LRRi = 1.15).
- In situ training and behavioral skills training significantly boosted generalization.
- Behavior-specific praise emerged as a highly generalizable practice.
Conclusions:
- Consultation and coaching are effective for promoting teacher generalization of classroom practices.
- Targeted implementation supports and specific practices are key factors.
- Further research should prioritize collecting generalization data to refine interventions.
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