Preservice teachers' perceptions of problem behaviors and selection of interventions

The present study examines the relationship between preservice teachers' implicit theories of behavior and their intervention selection. Specifically, this research shows how the malleability of preservice teachers' perceptions of problem behaviors in the classroom influences the selection of behavioral interventions. Preservice teachers with observational experience in the classroom were recruited through the teacher preparation program of a major metropolitan university. Participants read three vignettes depicting common classroom behavior problems and rated their likelihood of using ten different interventions. The Implicit Theory of Behavior Questionnaire was also given to determine the implicit theory held by the preservice teacher. Results show that an implicit theory of behavior does influence how a teacher selects an intervention. Specifically, having an incremental or malleable viewpoint of behavior makes one more likely to select a high quality intervention, rather than a purely punishment-focused intervention, to reduce problem behavior. Implications of these findings for educators are discussed.