Manualization v. Modularization of a Classroom Management Intervention: Effects on Teacher Implementation and Student Outcomes

Despite overwhelming support for effective classroom management interventions to promote successful student outcomes, there remains a gap between evidence-based practices and implementation in classrooms. Delivery of interventions in manualized or modular formats may affect implementation, but this has not been directly studied in the context of classroom management or teacher implementation. In this study, six first-grade teachers were delivered the evidence-based classroom management intervention, the Color Wheel System, in a manualized and modular format using a multiple baseline, multiple sequence design. Results of this study provide preliminary evidence that training teachers to implement manualized protocols for classroom management interventions promotes higher implementation of treatment components than a modular version or isolated treatment components.