Usability of an eLearning Professional Development Program for Elementary Classroom Teachers: ASSIST for Disruptive Classroom Behaviours

  •  Matt Orr    
  •  Alzena Ilie    
  •  Christine T. Chambers    
  •  Isabel M. Smith    
  •  Penny Corkum    


An eLearning professional development (PD) program, ASSIST for Disruptive Classroom Behaviour, was developed using an iterative user-centred design approach. This program was designed to support teachers in the implementation of teacher-implemented in-class interventions for disruptive classroom behaviour (DCB). The objective of the current study was to determine the usability of this program. Overall, the results suggest that end-users (i.e., classroom teachers) and stakeholders (i.e., administrators, specialized teachers, school psychologists, and behaviour specialists) found the program to have high usability and reported that it was ready to be used by other teachers, that they found it flexible to adapt to their classroom setting; they provided high satisfaction ratings for this program. In addition to the positive findings, the primary constructive feedback was that tangible downloadable materials should be added to the ASSIST for Disruptive Classroom Behaviour program to meet classroom teachers’ needs better. Based on all results, the program, with a few minor modifications, was deemed ready for effectiveness testing.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1927-0526
  • ISSN(Online): 1927-0534
  • Started: 2011
  • Frequency: semiannual

Journal Metrics

(The data was calculated based on Google Scholar Citations)

1. Google-based Impact Factor (2021): 1.11
2. h-index (December 2021): 29
3. i10-index (December 2021): 87
4. h5-index (December 2021): N/A
5. h5-median (December 2021): N/A