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 language | English (US) |
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Pages (from-to) | 214-224 |
Number of pages | 11 |
Journal | Journal of Special Education |
Volume | 48 |
Issue number | 3 |
DOIs | |
State | Published - Nov 8 2014 |
Bibliographical note
Publisher Copyright:© Hammill Institute on Disabilities 2013.
Keywords
- behavioral intervention
- coaching
- intervention implementation
- preference