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INTERVENTION ACCEPTABILITY: INFLUENCES OF DEVELOPMENT PROCESSES, INTERVENTION TYPE, AND PROBLEM SEVERITY
Abstract
This study's purpose was to investigate teacher acceptance of classroom interventions as a function of the process by which the intervention is developed and presented to a teacher; the type of intervention developed; and severity of the problem necessitating intervention. Specific processes examined included two common modes of school psychological service delivery: consultation (i.e., a teacher working with a psychologist to develop an intervention) and traditional assessment procedures (i.e., a psychologist alone examined the problem situation and provided an intervention strategy for the teacher to use) and a third process whereby a teacher developed the intervention strategy without psychologist input. The "type of intervention" variable was comprised of two levels (positive and reductive). Behavior problem severity (mild and severe) was manipulated by varying the amount of instructional time lost each day to a single behavior. Two hundred forty elementary grade level teachers were randomly selected from an urban public school district and asked to read a case study and subsequent intervention. They were then asked to complete the "Intervention and Process Rating Scale" specifically developed to assess various indices of acceptability of an intervention. Data was analyzed with a 3-way ANOVA. Results indicated a significant 2-way interaction between the process and type of intervention variables. Follow-up analyses indicated interventions developed through the consultation process were rated more acceptable than those developed entirely by a teacher or those developed through traditional assessment procedures. As in previous investigations, positive interventions; were rated as more acceptable than reductive interventions, however, the reductive intervention developed through the consultation process was rated as significantly more acceptable than those developed by a teacher alone or by a psychologist alone. Results of this investigation provided suggestions for processes school psychologists might follow when working with teachers in developing behavioral interventions to help ensure these interventions will be used.
Subject Area
Educational psychology
Recommended Citation
KUTSICK, KORESSA ANN, "INTERVENTION ACCEPTABILITY: INFLUENCES OF DEVELOPMENT PROCESSES, INTERVENTION TYPE, AND PROBLEM SEVERITY" (1985). ETD collection for University of Nebraska-Lincoln. AAI8521458.
https://digitalcommons.unl.edu/dissertations/AAI8521458