A USER-CENTERED APPROACH TO THE DEVELOPMENT OF AN ELEARNING PROGRAM FOR CLASSROOM TEACHERS OF STUDENTS WITH DISRUPTIVE CLASSROOM BEHAVIOUR

Abstract

Disruptive classroom behaviour (DCB) is highly prevalent and has a highly negative impact. There are evidence-based interventions (EBIs) for DCB, but there are barriers to their use in the inclusive classroom. The objective of this dissertation research was to follow an iterative, user-centred approach in developing an eLearning (i.e., the use of information technology to produce learning materials, teach learners, and manage classrooms) professional development (PD) program for classroom teachers to support them in managing DCB. First, a systematic review and meta-analysis were conducted to understand the extant literature focused on interventions for DCB. Included studies (n = 31) indicated that teachers could successfully implement interventions for DCB in their classrooms. While the reviewed studies indicated consistent positive results, the quality of evidence was low. Second, a needs assessment was conducted to understand classroom teachers’ and stakeholders’ experiences with interventions for DCB. Based on the responses of 15 teachers and 22 stakeholders, participants were aware of many interventions but implemented them inconsistently. An existing program was adapted based on these results, and ASSIST for Disruptive Classroom Behavior was developed based on the results of the first two studies and clinical expertise. Third and finally, usability testing was conducted. The response of 11 classroom teachers and eight stakeholders suggested that the program met the needs of classroom teachers, with high overall ratings for usability and positive qualitative data consistent with the quantitative results. These studies demonstrate following a user-centred approach in developing and testing an eLearning program for classroom teachers of students with DCB. Following this iterative user-centred approach may help reduce barriers to the use of EBIs in the classroom setting.