Elementary school teachers’ preferences for school‐based interventions for students with emotional and behavioral problems

Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education e...

Full description

Saved in:
Bibliographic Details
Published inPsychology in the schools Vol. 56; no. 10; pp. 1633 - 1653
Main Authors Egan, Theresa E., Wymbs, Frances A., Owens, Julie Sarno, Evans, Steven W., Hustus, Chelsea, Allan, Darcey M.
Format Journal Article
LanguageEnglish
Published Hoboken Wiley-Blackwell 01.12.2019
Wiley Subscription Services, Inc
Subjects
Online AccessGet full text

Cover

Loading…
More Information
Summary:Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three intervention packages with experimentally manipulated characteristics, and (c) teacher characteristics related to the above preference profiles. Intervention outcomes were the most important characteristics in teachers’ intervention decisions. Most teachers’ responses suggested preference for a social and emotional learning program (57.9%) or school‐based consultation for behavioral interventions (35.8%); a small group of teachers preferred a general support intervention (5.8%). Teachers preferring the general support intervention reported greater mental health symptoms, lower mental health literacy and lower confidence in program effectiveness than peers preferring other interventions. Implications for intervention development and future directions are discussed.
Bibliography:Theresa E. Egan, Department of Child and Adolescent Psychiatry and Behavioral Sciences (DCAPBS), Children's Hospital of Philadelphia, Philadelphia, Pennsylvania.
Present address
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22294