An Analysis of Preference Relative to Teacher Implementation of Intervention
An Analysis of Preference Relative to Teacher Implementation of Intervention
复制标题
相对于教师实施干预的偏好分析
DOI：
10.1177/0022466913475872
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
K. Sutherland
中科院分区：
文献类型：
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作者：
LeAnne D. Johnson;J. Wehby;F. Symons;Tara C. Moore;Daniel Maggin;K. Sutherland
本研究的目的是进行一项偏好试验，作为一个初步的测试偏好对教师行为相对于实施（采用，坚持，质量）的影响。教师们被随机分配到“偏好”或“非偏好”组，然后接受培训以实施干预措施。直接观察发生在初始训练后，6周的教练支持后，4周后没有支持。结果表明，与无偏好组相比，教师谁有机会发挥偏好通过干预更快，持续更高的保真度和质量的实施独立的教练。此外，虽然大多数教师在无偏好组确实采取了干预措施，并表现出较高的忠诚度后，教练，实施并没有持续教练撤出。
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.
整合决策和心理健康干预研究：研究方向。
DOI：
10.1111/j.1468-2850.2006.00002.x
发表时间：
2006
期刊：
Clinical psychology : a publication of the Division of Clinical Psychology of the American Psychological Association
影响因子：
--
作者：
Wills,CeliaE;Holmes-Rovner,Margaret
通讯作者：
Holmes-Rovner,Margaret