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.
AdelmanH. S.TaylorL. (2003). On sustainability of project innovations as systemic change. Journal of Educational and Psychological Consultation, 14, 1–26.
2.
AugustG. J.GewirtzA.RealmutoG. M. (2010). Moving the field of prevention science to service: Integrating evidence-based preventative interventions into community practice through adapted and adaptive models. Applied & Preventative Psychology, 14, 72–85.
3.
BarrettS. B.BradshawC. P.Lewis-PalmerT. (2008). Maryland statewide PBIS initiative: Systems, evaluation, and next steps. Journal of Positive Behavior Intervention, 10, 105–114.
4.
BarrishH. H.SaundersM.WolfM. M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2, 119–124.
5.
BosworthK.GingissP.PothoffS. J.Roberts-GrayC. A. (1999). A Bayesian model to predict the success of the implementation of health and education innovations in school centered programs. Evaluation and Program Planning, 22, 1–11.
6.
BradleyC. (1993). Designing medical and educational intervention studies. Diabetes Care, 16, 509–518.
7.
CollinsL. M.MurphyS. A.BiermanK. L. (2004). A conceptual framework for adaptive preventative interventions. Prevention Science, 5, 185–196.
8.
DolanL. J.KellamS. G.BrownH. C.Werthamer-LarssonL.RebokG. W.MayerL. S.WheelerL. (1993). The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement. Journal of Applied Developmental Psychology, 14, 317–345.
9.
DurlakJ. A.DuPreE. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350.
10.
DusenburyL.BranniganR.FalcoM.HansenW. B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research, 18, 237–256.
11.
ElliottD.MihalicS. (2004). Issues in disseminating and replicating effective prevention programs. Prevention Science, 5, 47–53.
12.
EpsteinM.AtkinsM.CullinanD.KutashK.WeaverR. (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE #2008-012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides
13.
EversW. J.BrouwersA.TornicW. (2002). Burnout and self-efficacy: A student on teachers’ beliefs when implementing and innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227–244.
14.
FaganA. A.HansonK.HawkinsJ. D.ArthurM. W. (2008). Bridging science to practice: Achieving prevention program implementation fidelity in the community youth development study. American Journal of Community Psychology, 41, 235–249.
15.
FairbanksS.SimonsenB.SugaiG. (2008). Classwide secondary and tertiary tier practices and systems. TEACHING Exceptional Children, 40(6), 44–52.
16.
FixsenD. L.NaoomS. F.BlaseK. A.FriedmanR. M.WallaceF. (2005). Implementation research: A synthesis of the literature (FMHI Publication #231). Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.
17.
GableR. A.HendricksonJ. M.Van AckerR. (2001). Maintaining integrity of FBA-based interventions in schools. Education & Treatment of Children, 24, 248–260.
18.
GreenwoodC. R. (2009). Treatment integrity: Revisiting some big ideas. School Psychology Review, 38, 547–553.
19.
GreshamF. M. (1989). Assessment of treatment integrity in school consultation and prereferral intervention. School Psychology Review, 18, 37–50.
20.
GreshamF. M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33, 326–334.
21.
Hagermoser SanettiL. M.KratochwillT. R. (2009). Toward developing a science of treatment integrity: Introduction to the special series. School Psychology Review, 38, 445–459.
22.
HanS. S.WeissB. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665–679.
23.
HarrisW. V.ShermanJ. A. (1973). Use and analysis of the “good behavior game” to reduce disruptive classroom behavior. Journal of Applied Behavior Analysis, 6, 405–417.
24.
HozaB.JohnstonC.PillowD.AscoughJ. C. (2006). Predicting treatment response for childhood attention-deficit hyperactivity disorders: Introduction of a heuristic model to guide research. Applied and Preventive Psychology: Current Scientific Perspectives, 11, 215–229.
25.
IalongoN. S.WerthamerL.KellamS. G.BrownS. H.WangS.LinY. (1999). Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior. American Journal of Community Psychology, 27, 599–641.
26.
JanevicM. R.JanzN. K.DodgeJ. A.LinX.PanW.SincoB. R.ClarkN. M. (2003). The role of choice in health education intervention: A review and case study. Social Science & Medicine, 56, 1581–1594.
27.
KealeyK. A.PetersonA.GaulM. A.DihnK. T. (2000). Teacher training as a behavior change process: Principles and results from a longitudinal study. Health Education & Behavior, 27, 64–81.
28.
KellamS.LingX.MeriscaR.BrownC. H.IalongoN. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165–185.
29.
KelleherC.Riley-TillmanT. C.PowerT. J. (2008). An initial comparison of collaborative and expert-driven consultation on treatment integrity. Journal of Educational and Psychological Consultation, 18, 294–324.
30.
KincaidD.ChildsK.BlaseK. A.WallaceF. (2007). Identifying barriers and facilitators in implementing schoolwide positive behavior support. Journal of Positive Behavior Interventions, 9, 174–184.
31.
LaneK. L.BocianK. M.MacMillanD. L.GreshamF. M. (2004). Treatment integrity: An essential-but often forgotten-component of school-based interventions. Preventing School failure, 48, 36–43.
32.
MaleckiC. K.ElliotS. N. (2002). Children’s social behaviors as predictors of academic achievement: A longitudinal analysis. School Psychology Quarterly, 17, 1–23.
33.
MedlandM. B.StacknikT. J. (1972). Good behavior game: A replication and systematic analysis. Journal of Applied Behavior Analysis, 5, 45–51.
34.
MihalicS.IrwinK. (2003). Blueprints for violence prevention: From research to real-world settings—Factors influencing the successful replication of model programs. Youth Violence and Juvenile Justice, 1, 1–23.
35.
Morrissey-KaneE.PrinzR. J. (1999). Engagement in child and adolescent treatment: The role of parental cognitions. Clinical Child and Family Review, 2, 183–198.
36.
NockM. K.FerriterC.HolmbergE. (2007). Parent beliefs about treatment credibility and expectancies for improvement: Assessment and relation to treatment adherence. Journal of Child and Family Studies, 16, 27–38.
37.
PerepletchikovaF.KazdinA. E. (2005). Treatment integrity and therapeutic change: Issues and research recommendations. Clinical Psychology: Science and Practice, 12, 365–383.
38.
PowerT. J.Blom-HoffmanJ.ClarkeA. T.Riley-TillmanT. C.KelleherC.ManzP. H. (2005). Reconceptualizing intervention integrity: A partnership-based framework for linking research with practice. Psychology in the Schools, 42, 495–507.
39.
ReimersT. M.WackerD. P.KoepplG. (1987). Acceptability of behavioral interventions: A review of the literature. School Psychology Review, 16, 212–227.
40.
RogersE. (1995). Diffusion of innovations (4th ed.). New York, NY: Free Press.
41.
SheridanS. M.Swanger-GagneM.WelchG. W.KwonK.GarbaczS. A. (2009). Fidelity measurement in consultation: Psychometric issues and preliminary examination. School Psychology Review, 38, 476–495.
42.
SmithS. W.DaunicA. P.TaylorG. G. (2007). Treatment fidelity in applied educational research: Expanding the adoption and application of measures to ensure evidence-based practice. Education & Treatment of Children, 30, 121–134.
43.
SteinM. K.WangM. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 8, 5–35.
44.
StormontM.ReinkeW. M. (2012). Using coaching to support classroom-level adoption and use of interventions within school-wide positive behavioral interventions and supports. Beyond Behavior, 21, 11–19.
45.
SugaiG.HornerR. H. (2008). What we know and need to know about preventing problem behavior in schools. Exceptionality, 16, 67–77.
46.
SutherlandK. S.WehbyJ. H.CopelandS. R. (2000). Effect of varying rates of behavior specific praise on the on-task behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 8, 2–8.
47.
WalkerB.CheneyD.StageS.BlumC. (2005).Schoolwide screening and positive behavior support: Identifying and supporting students at risk of school failure. Journal of Positive Behavior Interventions, 7, 194–204.
48.
WalkerH. M. (2004). Commentary: Use of evidence-based interventions in schools: Where we’ve been, where we are, and where we need to go. School Psychology Review, 33, 398–410.
49.
WardE.KingM.LloydM.BowerP.SibbaldB.FarrellyS.Addington-HallJ. (2000). Randomised controlled trial of non-directive counseling, cognitive-behaviour therapy, and usual general practitioner care for patients with depression. British Medical Journal, 321, 1383–1388.
50.
WehbyJ. H.MagginD. M.Moore PartinT. C.RobertsonR. (2012). The impact of working alliance, social validity, and teacher burnout on implementation fidelity of the good behavior game. School Mental Health, 4, 22–33.
51.
WillsC. E.Holmes-RovnerM. (2006). Integrating decision making and mental health interventions research: Research directions. Clinical Psychology: Science and Practice, 13, 9–25.
