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Abstract In this study, we apply a stated preference experiment and discrete choice modelling to examine Greek primary teachers’ preferences for reward and consequences strategies in supporting students with attention-deficit/hyperactivity disorder. We also investigate how these preferences differ based on teacher gender, educational attainment, and special education training. A total of 430 general and special education teachers completed 2,948 choice cards. Each card presented hypothetical scenarios combining five behavioural management attributes: verbal praise, responses to undesired behaviours, privilege removal, point-based systems, and tangible versus intangible rewards. Data were analysed using an alternative-specific conditional logit model. Verbal praise and intangible rewards (e.g., free time, token economies) received the highest preference ratings, while reprimands and privilege revocation were consistently disfavoured. Female teachers, those with postgraduate degrees, and special education trained educators assigned significantly greater utility to informational consequences and tangible rewards. Findings reveal a strong consensus among teachers in favour of positive reinforcement strategies and a reluctance to employ punitive measures. Professional development should emphasise reward-based techniques. Future research should link these stated preferences to actual classroom practices and student outcomes to assess their real-world effectiveness.
Karkanidis et al. (Tue,) studied this question.