This study examined the implementation of a teacher-child intervention, Banking Time, with 59 preschool teachers and children with disruptive behavior. Implementation quality was assessed with regard to dosage, quality, and generalized practice. Additionally, program and teacher characteristics were examined to better understand what predicted intervention implementation.
Source: The Center for Advanced Study of Teaching and Learning (CASTL), Curry School of Education
Available at: http://curry.virginia.edu/uploads/resourceLibrary/Research_Brief_Amanda_Williford%2C_et_al._%282015%29.pdf