Department of Educational, School, & Counseling Psychology, University of Missouri, Columbia, MO, 65211, USA,
Adm Policy Ment Health. 2013 Nov;40(6):494-506. doi: 10.1007/s10488-013-0496-2.
Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.
许多以学校为基础的促进学生心理健康的干预措施依赖于教师作为执行者。因此，了解干预措施的多个保真度领域与干预支持系统（如辅导和教师实施新技能）之间的相互作用是实施科学的一个重要方面。本研究描述了一种评估多个保真度领域的系统过程。本研究利用了更大规模的 Incredible Years 教师课堂管理（IY TCM）计划功效试验的数据。关于 IY TCM 研讨会培训课程和现场每周辅导的保真度的数据表明，研讨会领导人和 IY TCM 教练以足够的依从性实施了培训和辅导模式。此外，研讨会领导对参与度的评估与教师实施具体表扬的情况有关，而培训的内容正是关于这个内容。最后，对 IY TCM 教练对教师接触辅导的区分进行了评估，发现这与教师实施课堂管理实践和学生扰乱行为有关。
