Table 2.
Teachers’ Intended and Actual Use of Behavioral Classroom Management Intervention Components (N = 65)
| Intended use M (SD) |
Actual use M (SD) |
p for comparison between intended and actual | ||||
|---|---|---|---|---|---|---|
|
| ||||||
| All students | Students with ADHD symptoms | All students | Students with ADHD symptoms | All students | Students with ADHD symptoms | |
| Tier 1 Practices | ||||||
|
| ||||||
| Specific praise | 6.00 (1.09) | 5.57 (1.58) | 5.55 (1.02) | 4.98 (1.63) | p = .001 | p < .001 |
| Precorrections | 6.19 (.88) | 6.03 (1.12) | 6.00 (1.02) | 5.77 (1.10) | p = .03 | p = .02 |
| Brief and specific behavior corrections | 6.24 (.78) | 6.14 (1.03) | 5.79 (.89) | 5.72 (1.13) | p < .001 | p < .001 |
|
| ||||||
| Tier 2 Intervention | ||||||
|
| ||||||
| Daily behavior reports | 4.31 (2.09) | 4.61 (1.84) | 4.15 (2.15) | 4.50 (2.00) | p = .28 | p = .32 |
Notes. Intended and actual use variables were measured on a scale from 1 (low) to 7 (high).
a
Self-reported actual use of specific praise for the two referent groups differed significantly from each other (p = .007)