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ERIC Number: EJ1085546
Record Type: Journal
Publication Date: 2016-Feb
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0271-1214
Using Teacher Impression Journals to Improve Intervention Effectiveness
Yu, SeonYeong; Ostrosky, Michaelene M.; Meyer, Lori E.; Favazza, Paddy C.; Mouzourou, Chryso; van Luling, Lisa
Topics in Early Childhood Special Education, v35 n4 p245-255 Feb 2016
This article describes the use of "Teacher Impression Journals" during a larger study that examined the efficacy of an intervention program designed to promote kindergarteners' positive attitudes toward peers with disabilities (i.e., the "Special Friends" program). The journals were designed to gather information about intervention implementation and social validity. Weekly "Teacher Impression Journals" were collected from 32 teachers over a 6-week period. Each week teachers responded to questions related to the implementation of two interventions: children's behaviors related to the study's primary focus (i.e., acceptance of individuals with disabilities) and comments from key stakeholders (i.e., parents, other school professionals). Teachers' responses were analyzed using content analysis. Results revealed that teachers observed play interactions as evidence of children's acceptance of peers with disabilities. Teachers also reported hearing positive comments from other stakeholders about children's acceptance as well as about the interventions. Suggestions for research and implications for practice are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080071