Levitt, V. H. (2009). Promoting social-emotional competency through quality teaching practices: The impact of consultation on a multidimensional treatment integrity model of the Strong Kids program. Unpublished doctoral dissertation, University of Oregon, Eugene.


This study investigated the impact of brief teacher consultation on teachers’ implementation fidelity, quality of implementation, and student responsiveness during the Strong Kids social-emotional learning curriculum. Additional outcome measures included teachers’ self-efficacy and teachers’ perceptions of social validity of the Strong Kids program. Participants included six teachers, three of whom were randomly assigned to the treatment group and three of whom were randomly assigned to the control group. Teachers in the treatment group received brief performance feedback consultation for 6 out of the 12 Strong Kids lessons; whereas, teachers in the control group did not receive consultation, but instead were given a frequently asked questions sheet that provided them with general information about the curriculum. Results indicated an increase in implementation fidelity for the teachers receiving performance feedback consultation and a decrease in implementation fidelity for the teachers who did not receive performance feedback. The data did not indicate any substantial effects for the consultation group teachers with respect to quality of implementation or student responsiveness. Overall, teachers in both the treatment and control groups had positive attitudes toward social-emotional learning and the curriculum. Both groups of teachers also reported similar negative attitudes regarding the curriculum. For example, both groups of teachers reported that the lessons took too long to implement within a given class period. Implications of this study for future research and practice are discussed.