Exploring Teachers' Intentions to Use Behavioral Classroom Interventions.
Exploring Teachers' Intentions to Use Behavioral Classroom Interventions.
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探索教师使用行为课堂干预的意图。
DOI：
10.1080/23794925.2023.2183434
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发表时间：
2024
期刊：
影响因子：
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通讯作者：
Power,ThomasJ
中科院分区：
文献类型：
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作者：
Lawson,GwendolynM;SarnoOwens,Julie;Mandell,DavidS;Tavlin,Samantha;Rufe,Steven;Power,ThomasJ
多层次的行为支持系统为教师提供工具，为所有学生(即第一层)以及那些需要额外支持的学生(如患有ADHD的学生)实施积极的、事前的或基于结果的干预。由于这些干预措施的使用可能具有挑战性，有针对性的、理论驱动的实施战略可能会帮助教师忠实地实施这些干预措施。这项探索性研究考察了教师对特定的第一层和第二层行为课堂干预的有意和自我报告的使用情况。来自五所城市公立学校的65名K-8教师完成了一项关于他们使用意向和自我报告的使用四级1级和2级行为课堂干预的在线调查。教师的意图因干预措施的不同而不同，其中使用每日行为报告的意图最弱(第二级)，使用较高的具体赞美率的意图比使用其他第一级干预的意图弱。教师自我报告的使用显著低于第一级干预的预期使用，但不低于第二级干预的预期使用。无论参照组是有ADHD症状的学生还是整个班级，结果都大致相似。这些结果提出了支持教师使用课堂行为干预的具体因素。
Multi-tiered systems of behavioral support offer teachers tools to implement positive, antecedent- or consequence-based interventions for all students (i.e. Tier 1), and for those who need additional support (i.e. Tier 2), such as students with ADHD. Because these interventions may be challenging to use, targeted, theory-driven implementation strategies may assist teachers in implementing them with fidelity. This exploratory study examined teachers’ intended and self-reported use of specific Tier 1 and Tier 2 behavioral classroom interventions. Sixty-five K-8 teachers from five urban public schools completed an online survey about their intentions to use and self-reported use of four Tier 1 and Tier 2 behavioral classroom interventions. Teachers’ intentions varied by intervention, with the weakest intentions for using a daily behavior report (Tier 2) and weaker intentions for using high rates of specific praise than for other Tier 1 interventions. Teacher’s self-reported use was significantly lower than intended use for Tier 1 interventions, but not Tier 2 interventions. Results were generally similar to whether the referent group was students with ADHD symptoms or the entire class. These results suggest specific factors to target to support teachers’ use of behavioral classroom interventions.