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<p>Teachers of students with emotional disturbance (ED) often have limited support to implement evidence-based interventions in their classrooms. This study describes MOTIVATED, a modular approach to address this need and develop a collaborative consultation framework to assist teachers in selecting and implementing class-wide evidence-based practices (EBPs) matched to their classroom needs. A randomized controlled pilot study was completed with 16 teachers across four school districts to assess the feasibility and initial outcomes for teachers implementing the MOTIVATED modular approach. Teachers completed a guided, semi-structured interview assessment to identify a module that best addressed the class-wide behavioral concerns and desired behavioral goals. Modules included all components necessary for coaches and teachers to implement the corresponding EBP, including a conceptual overview, implementation guide, teacher lesson plan, and example vignettes. Active ongoing coaching support was provided for teachers who implemented modules with their classroom. Results indicated a significant reduction in class-wide disruptive behavior and a positive trajectory for improved academic engagement. Teacher fidelity of implementation was high, and social validity measures indicated that teachers found the modular-based consultation approach acceptable and feasible for their classrooms.</p>

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Empowering Educators: A Pilot Study of a Modular-Based Class-Wide Intervention to Support Teachers of Students with Emotional Disturbance

  • 期刊论文

  • 发表日期：

    2025年11月7日

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  • Rose Iovannone,
  • Kimberly Crosland,
  • Emily Baton,
  • Asha Fuller,
  • Ashley Dreiss,
  • Zelda Fleming,
  • John Ferron,
  • Troy Quast

摘要

Teachers of students with emotional disturbance (ED) often have limited support to implement evidence-based interventions in their classrooms. This study describes MOTIVATED, a modular approach to address this need and develop a collaborative consultation framework to assist teachers in selecting and implementing class-wide evidence-based practices (EBPs) matched to their classroom needs. A randomized controlled pilot study was completed with 16 teachers across four school districts to assess the feasibility and initial outcomes for teachers implementing the MOTIVATED modular approach. Teachers completed a guided, semi-structured interview assessment to identify a module that best addressed the class-wide behavioral concerns and desired behavioral goals. Modules included all components necessary for coaches and teachers to implement the corresponding EBP, including a conceptual overview, implementation guide, teacher lesson plan, and example vignettes. Active ongoing coaching support was provided for teachers who implemented modules with their classroom. Results indicated a significant reduction in class-wide disruptive behavior and a positive trajectory for improved academic engagement. Teacher fidelity of implementation was high, and social validity measures indicated that teachers found the modular-based consultation approach acceptable and feasible for their classrooms.