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

21 Scopus citations

Abstract

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
Volume48
Issue number3
DOIs
StatePublished - Nov 8 2014

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported in part by the Institute of Education Sciences, U.S. Department of Education, through Grant H324P040013 to Vanderbilt University.

Publisher Copyright:
© Hammill Institute on Disabilities 2013.

Keywords

  • behavioral intervention
  • coaching
  • intervention implementation
  • preference

Fingerprint

Dive into the research topics of 'An Analysis of Preference Relative to Teacher Implementation of Intervention'. Together they form a unique fingerprint.

Cite this