Assessing the acceptability of behavioral interventions used in classrooms

Joseph C. Witt, B. K. Martens

Research output: Contribution to journalArticlepeer-review

191 Scopus citations


This study examined components of teacher judgements that an intervention is either acceptable or unacceptable. A total of 180 preservice and student teachers were asked to evaluate the acceptability of six different interventions. The evaluations of acceptability were assessed using a 20–item rating scale. A factor analysis of the rating scale yielded one major dimension, a general acceptability factor, and four secondary dimensions of intervention acceptability: risk to the target child, amount of teacher time required, effects of the intervention on other children, and amount of teacher skill required. Results are discussed in terms of designing interventions that are both effective and usable by classroom teachers.

Original languageEnglish (US)
Pages (from-to)510-517
Number of pages8
JournalPsychology in the Schools
Issue number4
StatePublished - Oct 1983
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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