Elementary school teachers’ preferences for school‐based interventions for students with emotional and behavioral problems

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 e...

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Bibliographic Details
Published in:Psychology in the schools 2019-12, Vol.56 (10), p.1633-1653
Main Authors: Egan, Theresa E., Wymbs, Frances A., Owens, Julie Sarno, Evans, Steven W., Hustus, Chelsea, Allan, Darcey M.
Format: Article
Language:English
Subjects:
Attributes
Behavior Problems
conjoint analysis
Consultation Programs
Decision Making
Discrete choice
Elementary education
Elementary School Students
Elementary School Teachers
Elementary schools
Emotional Development
Emotional Problems
Evaluation research
General education
Health education
Health literacy
Health promotion
Intervention
Learning
Mental disorders
Mental Health
Mental health services
Peers
Preferences
Program Effectiveness
School based intervention
School Role
Social Development
Symptoms (Individual Disorders)
teacher
Teacher Characteristics
Teachers
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Summary: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.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22294