Using Teacher Impression Journals to Improve Intervention Effectiveness

Seonyeong yu, Michaelene M. Ostrosky, Lori E. Meyer, Paddy C. Favazza, Chryso Mouzourou, Lisa Van Luling

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish (US)
Pages (from-to)245-255
Number of pages11
JournalTopics in Early Childhood Special education
Issue number4
StatePublished - Feb 2016


  • fidelity
  • intervention effectiveness
  • social validity
  • teacher journals

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health


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