This study explores the influence of teacher time involvement, intervention type, and behavior problem severity on teachers' judgments pertaining to the acceptability of behavioral interventions. A total of 180 teachers from two states were presented with written case studies. The case studies consisted of a section describing a child with a behavior problem and a section describing an intervention which was applied to that behavior problem. Teacher ratings of intervention acceptability were subjected to a 3 (teacher time involvement) × 2 (intervention type) × 3 (behavior problem severity) analysis of variance. Results revealed that amount of time involvement affected the judgments of intervention acceptability significantly. Results are discussed in terms of their implications for the design and implementation of behavioral interventions.
ASJC Scopus subject areas
- Clinical Psychology