Table 2.
Correlations Linking Pre-Intervention Readiness and Initial Intervention Experiences with Sustained Intervention Implementation
| Factors Associated with Sustained Intervention Quality |
Sustained Curriculum Implementation Quality |
|
|---|---|---|
| PATHS | Literacy | |
| Pre-intervention Readiness | ||
| Organizational climate | .28 | .25 |
| Teacher education | .26 | .33 |
| Pre-intervention Emotional Climate TSRS | .40** | .25 |
| Pre-intervention Emotional support CLASS | .55* | .41+ |
| Pre-intervention Class management TSRS | .61** | .44* |
| Pre-intervention Positive Discipline TSRS | .59** | .48* |
| Pre-intervention Instructional Support CLASS | .57** | .52* |
| Pre-intervention Statements CLEO | .23 | .03 |
| Pre-intervention Questions CLEO | .49* | .53* |
| Pre-intervention Decontextualized CLEO | .42+ | .28 |
| Pre-intervention Language Richness CLEO | .41+ | .25 |
| Intervention Experiences | ||
| Teacher Evaluation of PATHS | .16 | .19 |
| Teacher Evaluation of Literacy Components | −.05 | .16 |
| Initial Implementation Quality - PATHS | .54** | .59** |
| Initial Implementation Quality - Literacy | .42+ | .49* |