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| Autor/inn/en | Egan, Theresa E.; Wymbs, Frances A.; Owens, Julie Sarno; Evans, Steven W.; Hustus, Chelsea; Allan, Darcey M. |
|---|---|
| Titel | Elementary School Teachers' Preferences for School-Based Interventions for Students with Emotional and Behavioral Problems |
| Quelle | In: Psychology in the Schools, 56 (2019) 10, S.1633-1653 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Egan, Theresa E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.22294 |
| Schlagwörter | Elementary School Teachers; Preferences; Intervention; School Role; Behavior Problems; Teacher Characteristics; Decision Making; Social Development; Emotional Development; Consultation Programs; Mental Health; Symptoms (Individual Disorders); Program Effectiveness; Emotional Problems; Elementary School Students |
| Abstract | 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. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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