Degree

Doctor of Philosophy (PhD)

Department

School Psychology

Document Type

Dissertation

Abstract

To maximize instructional time, teachers must be able to effectively manage student behavior. However, surveys consistently reveal that a significant portion of teachers feel underprepared to address challenging classroom behavior. One of the most effective ways to reduce problem behaviors in school is with systematic classroom management strategies, such as the good behavior game. However, teachers often struggle to effectively implement such procedures. Promising evidence has emerged for implementation planning as an effective support strategy to improve teachers’ intervention implementation. Implementation planning is a one-time consultation process for intervention procedure planning (action planning) and identification and resolution of implementation barriers (coping planning). Although action planning and coping planning are distinct procedures, research to date has only evaluated their effectiveness when delivered together. Two studies were conducted to evaluate the independent effectiveness of action planning and coping planning. Both studies used a multi-phase, multiple baseline design in which participants could gradually receive both implementation support strategies as they implemented the good behavior game. The order in which participants received action planning or coping planning were reversed between Study 1 and Study 2. Results showed that coping planning improved teachers’ implementation of the good behavior game. A review of implementation barrier resolutions suggested that coping planning improved the feasibility and fit of the intervention, enhanced teachers’ abilities to complete the intervention, and increased procedural knowledge of the intervention.

Date

6-10-2020

Committee Chair

Long, Anna

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