An Analysis of Preference Relative to Teacher Implementation of Intervention

LeAnne D. Johnson, Joseph H. Wehby, Frank J. Symons, Tara C. Moore, Daniel M. Maggin, Kevin S. Sutherland

Research output: Contribution to journalArticlepeer-review

30 Scopus citations


The purpose of this study was to conduct a preference trial as a preliminary test of preference effects on teacher behavior relative to implementation (adoption, adherence, quality). Teachers were randomly assigned to “preference” or “no-preference” groups and then trained to implement the intervention. Direct observation occurred immediately after initial training, after 6 weeks of coaching support, and after 4 weeks of no support. Results showed that, when compared with the no-preference group, teachers who had the opportunity to exert a preference adopted the intervention sooner and sustained higher fidelity and quality of implementation independent of coaching. Furthermore, though most teachers in the no-preference group did adopt the intervention and demonstrate high fidelity following coaching, implementation did not sustain after the withdrawal of coaching.

Original languageEnglish (US)
Pages (from-to)214-224
Number of pages11
JournalJournal of Special Education
Issue number3
StatePublished - Nov 8 2014

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2013.


  • behavioral intervention
  • coaching
  • intervention implementation
  • preference


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