An exploratory investigation of teachers' intervention planning and perceived implementation barriers |
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| Institution: | 1. Louisiana State University, United States;2. University of Connecticut, United States;3. University of Massachusetts Boston, United States;4. EASTCONN, United States;5. University of Wisconsin-Madison, United States;1. Georgia State University, United States;2. University of Minnesota, Twin Cities, United States;1. University of Alabama at Birmingham, Department of Pediatrics, Birmingham, AL;2. University of Alabama at Birmingham, Department of Psychiatry, Birmingham, AL;3. University of Alabama at Birmingham, Department of Psychology, Birmingham, AL;1. University of Minnesota, USA;2. College of Education, 109 Hill Hall, University of Missouri, Columbia, MO 65211, USA |
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| Abstract: | Increasingly teachers are the primary implementer responsible for providing evidence-based interventions to students. However, there is little knowledge regarding the extent to which teachers plan for intervention implementation, receive implementation support, or identify and address implementation barriers. This study explores survey data from over 1200 preschool through grade 12 teachers from 46 public school districts in a Northeastern state. Results indicate that teachers spend significant time engaging in intervention-related behavior and may be a primary source responsible for selecting student interventions. However, the current extent to which they plan for implementation and present levels of implementation support are inadequate to produce high levels of sustained intervention implementation. In addition, almost 60% of implementation barriers reported related to aspects of the intervention itself. Findings from this study provide guidance for future research and preliminary recommendations for ameliorating implementation barriers and proactively supporting treatment integrity in schools. |
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