The present study investigated the influence of child and classroom characteristics on teachers' ratings of intervention acceptability in two experiments. In each experiment, 163 teachers rated the acceptability of intervention procedures applied to a specifically defined behavior problem. The results indicated that intelligence and popularity of the child described in the vignette as well as duration of the problem significantly influenced ratings of acceptability. In contrast, teachers' ratings of intervention acceptability did not differ by type and size of the classroom described in the vignette or composition of the student population. Results are discussed in terms of their implications for school-based behavioral consultation.
ASJC Scopus subject areas
- Developmental and Educational Psychology