Supporting Out-of-School Time Staff in Low Resource Communities: A Professional Development Approach.

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ID: 57550
2019
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Abstract
Federally funded out-of-school time (OST) programs provide academic support, enrichment, and safety for students and families in low-resource communities. However, programs struggle to meet these aims, in part because of the lack of program structure and limited training and support for staff. This observational case study documents the training and technical assistance (TA) delivered to OST frontline staff and program leadership to implement Positive Behavior in Out-of-School Time (Positive BOOST), an adaptation of positive behavior interventions and supports conducted in multiple settings. Findings across three programs indicate that varied levels of TA (i.e., business as usual, performance feedback, coaching) are associated with different levels of staff- and program-level implementation. Taken together with previous research, these findings suggest that targeted investment in developing the skills of OST staff and improving program-wide outcomes is critical for supporting youth in low-resource communities.
Reference Key
farrell2019supportingamerican Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Farrell, Anne F;Collier-Meek, Melissa A;Furman, Melanie J;
Journal american journal of community psychology
Year 2019
DOI
10.1002/ajcp.12330
URL
Keywords
professional development coaching technical assistance 21st century community learning centers afterschool programs benchmarks of quality implementation fidelity low resource communities measure of active supervision and interaction one shot training out-of-school time performance feedback positive behavior interventions and supports schoolwide evaluation tool treatment integrity

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