Abstract
This study examined the relationship among baseline program and teacher characteristics and subsequent implementation of Banking Time. Banking Time is a dyadic intervention intended to improve a teacher’s interaction quality with a specific child. Banking Time implementation was examined in the current study using a sample of 59 teachers and preschool children displaying disruptive behaviors in the classroom (~three children per classroom). Predictors included preschool program type, teacher demographic characteristics (personal and professional), and teacher beliefs (self-efficacy, authoritarian beliefs, and negative attributions about child disruptive behavior). Multiple measures and methods (i.e., teacher report, consultant report, independent observations) were used to assess implementation. We created three implementation composite measures (dosage, quality, and generalized practice) that had high internal consistencies within each composite but were only modestly associated with one another, suggesting unique constructs of implementation. We found that type of preschool program was associated with dosage and quality. Aspects of teacher demographics related to all three implementation composites. Teacher beliefs predicted dosage and generalized practice. Results suggest that the factors that predict the implementation of Banking Time vary as a function of the type of implementation being assessed.
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Acknowledgments
This manuscript was supported by a grant awarded to the first author by the Institute of Education Sciences, US Department of Education, through grant R324A100215 respectively to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the US Department of Education. The authors wish to thank the generous programs and teachers who participated in this study. In addition, we are grateful to all project staff for their contributions to this work.
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The authors declare that they have no conflict of interest.
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Williford, A.P., Wolcott, C.S., Whittaker, J.V. et al. Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors. Prev Sci 16, 1054–1063 (2015). https://doi.org/10.1007/s11121-015-0544-0
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DOI: https://doi.org/10.1007/s11121-015-0544-0