This article reviews conceptual, methodological, and paradigmatic issues related to the acceptability of school-based practices from a behavioral orientation. First, we provide an overview of the acceptability construct from a behavioral perspective including (a) the historical development of the construct of acceptability, (b) the behavioral conceptualization and definition of the construct of acceptability, and (c) the prevailing conceptual models of acceptability. Second, we illustrate the methodology typically used when examining consumers' acceptability of school-based practices from a behavioral perspective using a cross-source, cross-method approach. A review of empirical studies examining the acceptability of consultation, assessment, and intervention practices using a variety of school-based consumers (e.g., school psychologists, parents, teachers, children) is conducted. The importance of examining the acceptability of school-based practices from this perspective is discussed. Third, we discuss important methodological issues that need to be considered in conducting acceptability research. Finally, the advantages and limitations of examining acceptability within a behavioral context are reviewed.
ASJC Scopus subject areas
- Developmental and Educational Psychology