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Examining Elementary School Teacher Preferences for School-Based Intervention Characteristics and Implementation Supports for Youth with Attention-Deficit/Hyperactivity Disorder

Egan, Theresa E.
http://orcid.org/0000-0003-1868-1599
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565356276930902

Abstract Details

2019, Doctor of Philosophy (PhD), Ohio University, Clinical Psychology (Arts and Sciences).
The high prevalence of youth with ADHD and the associated impairments create a demand for elementary school teachers to implement interventions. Research suggests that teachers who are given a choice of interventions to implement and then implement their preferred interventions demonstrate higher rates of intervention integrity and have better student outcomes as compared to when implementing interventions assigned to them by a consultant. However, specific attributes of interventions and implementation supports that are more or less appealing to teachers are largely unknown. This study examined elementary school teacher (N = 230) preferences for attributes of school-based interventions and related implementation supports for youth with ADHD. Conjoint methods and latent class analyses were used to assess teacher preferences and identify segments of teachers with similar preference profiles. Further, differences in teacher characteristics between identified segments were explored. Overall, student and teacher outcomes were most influential for intervention selection decisions. Conversely, implementation support and process attributes were less important. Two segments were identified, “Outcome Oriented” and “Balanced Importance,” in which student and teacher outcome attributes were more important in intervention selection decisions and outcome and process attributes were weighted more equally, respectively. Teachers in the Outcome Oriented segment had greater teaching experience, knowledge of ADHD, self-efficacy, personal responsibility for intervention implementation, and lower symptoms of depression and ADHD than teachers in the Balanced Importance segment. Findings from the current study have the potential to inform necessary consultation or coaching practices and to lead to more informed selection of, or adjustments to, interventions that promote teachers’ adoption and integrity of intervention implementation.
Brian Wymbs (Advisor)
106 p.
Clinical Psychology
ADHD; teacher; preferences; intervention; conjoint analysis

Recommended Citations

Citations

  • Egan, T. E. (2019). Examining Elementary School Teacher Preferences for School-Based Intervention Characteristics and Implementation Supports for Youth with Attention-Deficit/Hyperactivity Disorder [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565356276930902

    APA Style (7th edition)

  • Egan, Theresa. Examining Elementary School Teacher Preferences for School-Based Intervention Characteristics and Implementation Supports for Youth with Attention-Deficit/Hyperactivity Disorder. 2019. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565356276930902.

    MLA Style (8th edition)

  • Egan, Theresa. "Examining Elementary School Teacher Preferences for School-Based Intervention Characteristics and Implementation Supports for Youth with Attention-Deficit/Hyperactivity Disorder." Doctoral dissertation, Ohio University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565356276930902

    Chicago Manual of Style (17th edition)

ohiou1565356276930902
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© 2019, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.