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Understanding preferences of general educators for supporting classwide behavior
Austin H Johnson1, Rondy Yu1, Bhawandeep K Bains1
1School of Education.
School Psychology (Washington, D.C.)
|October 31, 2022
Summary
Teachers prefer classwide interventions for student behavior that are easy to understand and adaptable for inclusivity. Training format, like online videos, also influences choices, aiding intervention adoption.
Area of Science:
- Educational Psychology
- Behavioral Interventions
- Diffusion of Innovations Theory
Background:
- Evidence-based practices require deliberate design for successful implementation in educational settings.
- Understanding teacher preferences is crucial for the effective dissemination and adoption of classroom interventions.
Purpose of the Study:
- To examine general education teacher preferences for classwide interventions targeting student disruptive behavior.
- To investigate how characteristics from Rogers' diffusion of innovations theory influence intervention selection.
Main Methods:
- A full-profile two-alternative forced-choice experiment was employed.
- 266 K-5 general education teachers participated in the study.
- Intervention attributes and levels were based on diffusion of innovations theory.
Main Results:
- Most diffusion of innovations characteristics significantly influenced teacher preferences.
- Observability (feedback from others) was the only characteristic that did not significantly affect preferences.
- Teachers preferred short online video trainings over full-day workshops and highly valued adaptations for inclusivity.
Conclusions:
- Teacher preferences are significantly shaped by intervention characteristics, aligning with diffusion of innovations theory.
- Tailoring intervention design to teacher preferences, particularly regarding training format and inclusivity, can enhance uptake.
- School psychologists can leverage knowledge of teacher preferences to improve intervention consultation and dissemination efforts.
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