272
Views
3
CrossRef citations to date
0
Altmetric
Research Articles

Exploring Teachers’ Intentions to Use Behavioral Classroom Interventions

, , , , &

References

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
  • Atkins, M. S., Cappella, E., Shernoff, E. S., Mehta, T. G., & Gustafson, E. L. (2017). Schooling and children’s mental health: Realigning resources to reduce disparities and advance public health. Annual Review of Clinical Psychology, 13(1), 123–147. https://doi.org/10.1146/annurev-clinpsy-032816-045234
  • Collier-Meek, M. A., Johnson, A. H., Sanetti, L. H., Minami, T., & Eckert, T. (2019). Identifying critical components of classroom management implementation. School Psychology Review, 48(4), 348–361. https://doi.org/10.17105/SPR-2018-0026.V48-4
  • Cook, C. R., Grady, E. A., Long, A. C., Renshaw, T., Codding, R. S., Fiat, A., & Larson, M. (2017). Evaluating the impact of increasing general education teachers’ ratio of positive-to-negative interactions on students’ classroom behavior. Journal of Positive Behavior Interventions, 19(2), 67–77. https://doi.org/10.1177/1098300716679137
  • De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and pre-correction on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11(4), 255–267. https://doi.org/10.1023/A:1021162906622
  • Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., Romanelli, L. H., Leaf, P. J., Greenberg, M. T., & Ialongo, N. S. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework. Advances in School Mental Health Promotion, 1(3), 6–28. https://doi.org/10.1080/1754730X.2008.9715730
  • Downs, K. R., Caldarella, P., Larsen, R. A. A., Charlton, C. T., Wills, H. P., Kamps, D. M., & Wehby, J. H. (2019). Teacher praise and reprimands: The differential response of students at risk of emotional and behavioral disorders. Journal of Positive Behavior Interventions, 21(3), 135–147. https://doi.org/10.1177/1098300718800824
  • Duong, M. T., Bruns, E. J., Lee, K., Cox, S., Coifman, J., Mayworm, A., & Lyon, A. R. (2021). Rates of mental health service utilization by children and adolescents in schools and other common service settings: A systematic review and meta-analysis. Administration and Policy in Mental Health and Mental Health Services Research, 48(3), 420–439. https://doi.org/10.1007/s10488-020-01080-9
  • DuPaul, G. J., & Stoner, G. (2015). ADHD in the schools: Assessment and intervention strategies (3rd ed.). Guilford Press.
  • Fishbein, M., Ajzen, I. (2010) Predicting and changing behavior: The reasoned action approach. Psychology Press.
  • Fishman, J., Beidas, R., Reisinger, E., & Mandell, D. S. (2018). The utility of measuring intentions to use best practices: A longitudinal study among teachers supporting students with autism. The Journal of School Health, 88(5), 388–395. https://doi.org/10.1111/josh.12618
  • Holdaway, A. S., Hustus, C. L., Owens, J. S., Evans, S. W., Coles, E. K., Egan, T. E., Himawan, L., Zoromski, A. K., Dawson, A. E., & Mixon, C. S. (2020). Incremental benefits of a daily report card over time for youth with disruptive behavior: Replication and extension. School Mental Health, 12(3), 507–522. https://doi.org/10.1007/s12310-020-09375-w
  • Kittelman, A., McIntosh, K., & Hoselton, R. (2019). Adoption of PBIS within school districts. Journal of School Psychology, 76, 159–167. https://doi.org/10.1016/j.jsp.2019.03.007
  • Lewis, C. C., Klasnja, P., Powell, B. J., Lyon, A. R., Tuzzio, L., Jones, S., Walsh-Bailey, C., & Weiner, B. (2018). From classification to causality: Advancing understanding of mechanisms of change in implementation science. Frontiers in Public Health, 6. https://doi.org/10.3389/fpubh.2018.00136
  • McClowry, S. G., Rodriguez, E. T., Tamis LeMonda, C. S., Spellmann, M. E., Carlson, A., & Snow, D. L. (2013). Teacher/Student interactions and classroom behavior: The role of student temperament and gender. Journal of Research in Childhood Education, 27(3), 283–301. https://doi.org/10.1080/02568543.2013.796330
  • Owens, J. S., Evans, S. W., Coles, E. K., Holdaway, A. S., Himawan, L. K., Mixon, C. S., & Egan, T. E. (2020). Consultation for classroom management and targeted interventions: Examining benchmarks for teacher practices that produce desired change in student behavior. Journal of Emotional and Behavioral Disorders, 28(1), 52–64. https://doi.org/10.1177/1063426618795440
  • Proctor, E. K., Powell, B. J., & McMillen, J. C. (2013). Implementation strategies: Recommendations for specifying and reporting. Implementation Science, 8(1), 139. https://doi.org/10.1186/1748-5908-8-139
  • Royer D J, Lane K Lynne, Dunlap K D and Ennis R Parks. (2019). A systematic review of teacher-delivered behavior-specific praise on K–12 student performance. Remedial and Special Education, 40(2), 112–128. https://doi.org/10.1177/0741932517751054
  • Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Kim, J., & Kratochwill, T. R. (2014). Using implementation planning to increase teachers’ adherance and quality to behavior support plans. Psychology in the Schools, 51(8), 879–895. https://doi.org/10.1002/pits.21787
  • Simonsen, B., Sugai, G. 2019 School-wide positive behavioral interventions and supports: A systems-level application of behavioral principles. In Little, S.G., Akin-Little, A. (Eds.) Behavioral interventions in schools: Evidence-based positive strategies. American Psychological Association. pp. 35–60
  • Stormont, M., Reinke, W. M., Newcomer, L., Marchese, D., & Lewis, C. (2015). Coaching teachers’ use of social behavior interventions to improve children’s outcomes: A review of the literature. Journal of Positive Behavior Interventions, 17(2), 69–82. https://doi.org/10.1177/1098300714550657
  • Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2–8. https://doi.org/10.1177/106342660000800101
  • Wolk, C. B., Becker-Haimes, E. M., Fishman, J., Affrunti, N. W., Mandell, D. S., & Creed, T. A. (2019). Variability in clinician intentions to implement specific cognitive-behavioral therapy components. BMC Psychiatry, 19(1), 406. https://doi.org/10.1186/s12888-019-2394-y

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.