caa a22 4500 606153780 CHVBK 20210128100555.0 cr unu---uuuuu 210128e20151101xx s 000 0 eng 10.1007/s11121-014-0519-6 doi (NATIONALLICENCE)springer-10.1007/s11121-014-0519-6 Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach [Elektronische Daten] [Shannon Wanless, Sara Rimm-Kaufman, Tashia Abry, Ross Larsen, Christine Patton] Fidelity of implementation of classroom interventions varies greatly, a reality that is concerning because higher fidelity of implementation relates to greater effectiveness of the intervention. We analyzed 126 fourth and fifth grade teachers from the treatment group of a randomized controlled trial of the Responsive Classroom® (RC) approach. Prior to training in the intervention, we assessed factors that had the potential to represent a teacher's readiness to implement with fidelity. These included teachers' observed emotional support, teacher-rated use of intervention practices, teacher-rated self-efficacy, teacher-rated collective responsibility, education level, and years of experience, and they were not directly related to observed fidelity of implementation 2years later. Further analyses indicated, however, that RC trainers' ratings of teachers' engagement in the initial weeklong RC training mediated the relation between initial observed emotional support and later observed fidelity of implementation. We discuss these findings as a way to advance understanding of teachers' readiness to implement new interventions with fidelity. Society for Prevention Research, 2014 Fidelity of implementation nationallicence Engagement nationallicence Emotional support nationallicence Wanless Shannon Department of Psychology in Education School of Education, University of Pittsburgh, 5937 Wesley W. Posvar Hall, 15260, Pittsburgh, PA, USA aut Rimm-Kaufman Sara Center for Advanced Study of Teaching and Learning Curry School of Education, University of Virginia, 405 Emmet Street South, 22904, Charlottesville, VA, USA aut Abry Tashia T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 411 North Central Avenue, 85004, Phoenix, AZ, USA aut Larsen Ross Department of Instructional Psychology & Technology David O. McKay School of Education, Brigham Young University, 84602, Provo, UT, USA aut Patton Christine Graduate School of Education, Harvard University, 13 Appian Way, 02138, Cambridge, MA, USA aut Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1107-1116 1389-4986 16:8<1107 2015 16 11121 https://doi.org/10.1007/s11121-014-0519-6 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/s11121-014-0519-6 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Wanless Shannon Department of Psychology in Education School of Education, University of Pittsburgh, 5937 Wesley W. Posvar Hall, 15260, Pittsburgh, PA, USA aut NATIONALLICENCE 700 1- Rimm-Kaufman Sara Center for Advanced Study of Teaching and Learning Curry School of Education, University of Virginia, 405 Emmet Street South, 22904, Charlottesville, VA, USA aut NATIONALLICENCE 700 1- Abry Tashia T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 411 North Central Avenue, 85004, Phoenix, AZ, USA aut NATIONALLICENCE 700 1- Larsen Ross Department of Instructional Psychology & Technology David O. McKay School of Education, Brigham Young University, 84602, Provo, UT, USA aut NATIONALLICENCE 700 1- Patton Christine Graduate School of Education, Harvard University, 13 Appian Way, 02138, Cambridge, MA, USA aut NATIONALLICENCE 773 0- Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1107-1116 1389-4986 16:8<1107 2015 16 11121