Citation

Goncy EA, Sutherland KS, Farrell AD, Sullivan TN, Doyle ST. Prev. Sci. 2014; 16(3): 440-450.

Affiliation

Department of Psychology, Virginia Commonwealth University, Richmond, USA, egoncy@vcu.edu.

Copyright

(Copyright © 2014, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s11121-014-0508-9

PMID

25283880

Abstract

Although there is evidence that school-based prevention programs can produce positive effects on students' academic and behavioral functioning, the ability of teachers to sustain high-quality implementation remains an open and vexing question. Because teachers are often the intervention agents in school-based prevention programs, assessing both their adherence to program procedures and their competence in program delivery is critical for ensuring student responsiveness to prevention programs, which in turn may impact their efficacy. The current study assessed treatment fidelity of implementation of the Olweus' Bullying Prevention Program (OBPP) in two urban middle schools. Trained observers completed 280 observations of teachers' delivery of the class meeting component of the OBPP and rated teachers' instructional and procedural adherence and competence of delivery and students' responsiveness. Analyses using multilevel modeling indicated that competence of delivery was significantly related to student responsiveness above and beyond teacher instructional behavior adherence, such that class meetings conducted with higher instructional adherence and procedural competence resulted in higher student responsiveness to the program after controlling for the clustered nature of teachers, and several observation-level and teacher-level covariates. This study highlights the need for strategies to increase teacher use of effective instructional practices and competence with program procedures to enhance the efficacy of prevention programming in schools.

Language: en