Abstract
The psychometric properties of the Kids Intervention Profile (KIP), a rating scale designed to measure academic intervention acceptability from the perspective of students, were examined as well as the influence of background factors on students' acceptability ratings. Data were extracted from 4 randomized controlled trials investigating the effects of a performance feedback intervention on third-grade students' writing fluency (n = 228). Results indicated that the KIP contains 2 factors (General Intervention Acceptability, Skill Improvement) and has adequate internal consistency and stability across a 3-week period. There were gender differences in students' acceptability ratings, with female students rating the intervention as significantly more acceptable than males. In addition, results suggested a modest, positive relationship between students' intervention acceptability ratings and their intervention outcomes. Considerations regarding the use of the KIP, as well as limitations of the study, are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 268-281 |
| Number of pages | 14 |
| Journal | School Psychology Quarterly |
| Volume | 32 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jun 2017 |
Keywords
- Children's perspectives
- Intervention acceptability
- Scale development
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology