TY - JOUR
T1 - Validation and Use of the Measure of Effective Attributes of Trainers in School-Based Implementation of Proactive Classroom Management Strategies
AU - Larson, Madeline
AU - Cook, Clayton R.
AU - Sullivan, Margaret M.
AU - Lyon, Aaron R.
AU - Lewis, Cara C.
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2022/9
Y1 - 2022/9
N2 - In-service training is a critical and frequently utilized implementation strategy to support the adoption and delivery of evidence-based practice (EBP) across service settings, but is characteristically ineffective in producing provider behavior changes, particularly when delivered in single exposure didactic events. EBP trainers are in a strategic position to leverage their trainee-perceived characteristics to influence trainees’ attitudes, motivation, and intentions to implement, and ultimately increase the likelihood of successful uptake of skills. The purpose of this study was to extend research on the measure of effective attributes of trainers (MEAT) by examining its underlying factor structure and reliability in the context of in-service EBP training for teachers (i.e., structural validity). This study also examined the predictive validity of the MEAT by examining relationships with a measure of teacher intentions to implement EBPs following a standardized training experience (i.e., predictive validity). An exploratory factor analysis (EFA) was employed to determine the latent factors (i.e., subscales of characteristics) that underlie the data. Additionally, a forward selection, stepwise regression was conducted to determine the extent to which trainer attributes could explain variance in intentions to implement. Results indicated that the MEAT was a valid and reliable measure to examine trainer attributes in school settings. Moreover, findings suggested that trainer attributes, particularly those related to trainee perceptions of the trainers’ welcoming disposition (i.e., related to trainers’ warm, positive temperament and internal character traits), were significantly associated with trainees’ intentions to implement the trained upon EBP.
AB - In-service training is a critical and frequently utilized implementation strategy to support the adoption and delivery of evidence-based practice (EBP) across service settings, but is characteristically ineffective in producing provider behavior changes, particularly when delivered in single exposure didactic events. EBP trainers are in a strategic position to leverage their trainee-perceived characteristics to influence trainees’ attitudes, motivation, and intentions to implement, and ultimately increase the likelihood of successful uptake of skills. The purpose of this study was to extend research on the measure of effective attributes of trainers (MEAT) by examining its underlying factor structure and reliability in the context of in-service EBP training for teachers (i.e., structural validity). This study also examined the predictive validity of the MEAT by examining relationships with a measure of teacher intentions to implement EBPs following a standardized training experience (i.e., predictive validity). An exploratory factor analysis (EFA) was employed to determine the latent factors (i.e., subscales of characteristics) that underlie the data. Additionally, a forward selection, stepwise regression was conducted to determine the extent to which trainer attributes could explain variance in intentions to implement. Results indicated that the MEAT was a valid and reliable measure to examine trainer attributes in school settings. Moreover, findings suggested that trainer attributes, particularly those related to trainee perceptions of the trainers’ welcoming disposition (i.e., related to trainers’ warm, positive temperament and internal character traits), were significantly associated with trainees’ intentions to implement the trained upon EBP.
KW - Evidence-based practice
KW - Exploratory factor analysis
KW - Implementation science
KW - Professional development
KW - Schools
KW - Training
UR - http://www.scopus.com/inward/record.url?scp=85122828207&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85122828207&partnerID=8YFLogxK
U2 - 10.1007/s12310-022-09499-1
DO - 10.1007/s12310-022-09499-1
M3 - Article
C2 - 35035589
AN - SCOPUS:85122828207
SN - 1866-2625
VL - 14
SP - 724
EP - 737
JO - School Mental Health
JF - School Mental Health
IS - 3
ER -