There is limited use of empirically supported mental health interventions in schools. Leveraging technology may reduce some barriers, however, use may still be limited. To further understand variable intervention use, this study investigated the challenges experienced by teachers invited to implement a daily report card (DRC) intervention aided by an interactive website called the DRC.Online (DRC.O). The DRC is a structured approach to the delivery of a tailored positive reinforcement intervention to support individual students struggling with attention and/or behavior difficulties delivered by teachers with daily feedback to the student themselves and their caregivers. The study was embedded within a pilot rollout of the DRC.O in elementary schools in two school districts in Canada. Data for this qualitative inquiry were derived from 21 semi-structured interviews and two focus groups conducted with teachers and other school personnel who had varying levels of DRC.O use. A descriptive qualitative approach was used. Five constructs were identified: (1) Intervention Demands for the Teacher, (2) Finding and Creating a Fit for the Intervention, (3) Perceived Focus on the Negatives, (4) Managing Technological Components, and (5) Influencing Contextual Factors. Each construct contains aspects of challenges that may have influenced the extent of use of the DRC.O. Some of the identified factors overlap with challenges identified in previous studies of intervention implementation; however, details within the above constructs identify additional nuances that may inform specific adjustments that may improve uptake and implementation.

在学校中，经验支持的心理健康干预措施很少使用。利用技术可以减少一些障碍，但是，使用仍然可能受到限制。为了进一步了解可变干预的使用，本研究调查了受邀实施名为DRC.Online（DRC.O）的交互式网站的教师实施每日报告卡（DRC）干预的挑战。DRC是一种结构化的方法，可提供量身定制的积极强化干预措施，以支持因教师的注意力和/或行为困难而苦苦挣扎的个别学生，并每天向学生本人及其监护人提供反馈。该研究被嵌入在加拿大两个学区的小学DRC.O的试点项目中。此定性查询的数据来自21次半结构化访谈和两个焦点小组，他们与教师和其他使用DRC.O的水平有所不同的学校人员进行了访谈。使用了描述性的定性方法。确定了五种构造：（1）对教师的干预需求，（2）找到并创建适合干预的方法，（3）专注于负面因素，（4）管理技术要素，以及（5）影响情境因素。每个结构都包含可能影响DRC.O使用范围的挑战方面。一些确定的因素与先前干预实施研究中确定的挑战重叠；但是，上述结构中的细节确定了其他细微差别，这些细微差别可能会告知可能会改善采用和实施的特定调整。