Elementary school teachers’ preferences for school‐based interventions for students with emotional and behavioral problems

Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers ( N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three...