caa a22 4500 606153535 CHVBK 20210128100554.0 cr unu---uuuuu 210128e20150401xx s 000 0 eng 10.1007/s11121-014-0508-9 doi (NATIONALLICENCE)springer-10.1007/s11121-014-0508-9 Measuring Teacher Implementation in Delivery of a Bullying Prevention Program: the Impact of Instructional and Procedural Adherence and Competence on Student Responsiveness [Elektronische Daten] [Elizabeth Goncy, Kevin Sutherland, Albert Farrell, Terri Sullivan, Sarah Doyle] 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. Society for Prevention Research, 2014 Treatment fidelity nationallicence School-based prevention nationallicence Teacher implementation nationallicence Youth violence nationallicence Goncy Elizabeth Department of Psychology, Virginia Commonwealth University, Richmond, USA aut Sutherland Kevin Department of Special Education and Disability Policy, Virginia Commonwealth University, Richmond, USA aut Farrell Albert Department of Psychology, Virginia Commonwealth University, Richmond, USA aut Sullivan Terri Department of Psychology, Virginia Commonwealth University, Richmond, USA aut Doyle Sarah Department of Psychology, Virginia Commonwealth University, Richmond, USA aut Prevention Science Springer US; http://www.springer-ny.com 16/3(2015-04-01), 440-450 1389-4986 16:3<440 2015 16 11121 https://doi.org/10.1007/s11121-014-0508-9 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11121-014-0508-9 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Goncy Elizabeth Department of Psychology, Virginia Commonwealth University, Richmond, USA aut NATIONALLICENCE 700 1- Sutherland Kevin Department of Special Education and Disability Policy, Virginia Commonwealth University, Richmond, USA aut NATIONALLICENCE 700 1- Farrell Albert Department of Psychology, Virginia Commonwealth University, Richmond, USA aut NATIONALLICENCE 700 1- Sullivan Terri Department of Psychology, Virginia Commonwealth University, Richmond, USA aut NATIONALLICENCE 700 1- Doyle Sarah Department of Psychology, Virginia Commonwealth University, Richmond, USA aut NATIONALLICENCE 773 0- Prevention Science Springer US; http://www.springer-ny.com 16/3(2015-04-01), 440-450 1389-4986 16:3<440 2015 16 11121