Elementary school teachers' preferences for school-based interventions for students with emotional and behavioral problems
Elementary school teachers' preferences for school-based interventions for students with emotional and behavioral problems
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DOI：
10.1002/pits.22294
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发表时间：
2019-09-06
影响因子：
2
通讯作者：
Allan, Darcey M.
中科院分区：
文献类型：
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作者：
Egan, Theresa E.;Wymbs, Frances A.;Allan, Darcey M.
教师对循证课程的采纳和实施往往是有限的。项目特征可能是重要的促进因素或使用障碍，但很少有人知道哪些属性会影响教师的决定。通过对普通教育小学教师样本（N = 230）的离散选择实验，我们检验了(a)对校本干预属性的偏好，(b)对具有实验操纵特征的三种干预包的相对偏好，以及(c)与上述偏好概况相关的教师特征。干预结果是教师干预决策的最重要特征。大多数教师的回答表明，倾向于社会和情感学习计划（57.9%）或以学校为基础的行为干预咨询（35.8%）；一小部分教师倾向于一般支持干预（5.8%）。与喜欢其他干预措施的同伴相比，喜欢一般支持干预措施的教师报告了更多的心理健康症状，更低的心理健康素养和更低的对计划有效性的信心。讨论了干预发展的意义和未来的发展方向。
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.