@article{durling_begeny_wang_o'neal_musti_2025, title={Effects of V-COACH, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention}, DOI={10.1016/j.jsp.2025.101466}, abstractNote={Research suggests that many educators struggle to implement evidence-based practices (EBPs) with fidelity. Coaching can be used to support implementation, but several barriers often prevent coaching from occurring in school-based settings. One way to support educators' implementation of EBPs-whether they deliver instruction online or in person-is with virtual coaching. Using a concurrent multiple-baseline design with randomization, master's level pre-service teacher participants in this study received a virtual version of a structured coaching model (referred to as virtual COACH) to support their implementation of an EBP for reading. Visual analyses and effect size analyses showed that virtual COACH had a significant and generally large effect on each interventionist's fidelity (with adherence and/or quality), and this was true for interventionists with a range of different fidelity levels at baseline. Using a measure of teacher-coach alliance, evidence also suggested that virtual COACH generally had good social validity and allowed for establishing a quality working relationship between the coach and teacher. Implications and future research directions are discussed, and the present study provides additional experimental evidence for the effectiveness of COACH as a feasible model for improving users' fidelity of school-based interventions.}, journal={Journal of School Psychology}, author={Durling, Jesslyn M. and Begeny, John C. and Wang, Jiayi and O'Neal, C. Shannon and Musti, Shobana}, year={2025}, month={May} }