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Assessing the acceptability of behavioral interventions used in classrooms
Author(s) -
Witt Joseph C.,
Martens B. K.
Publication year - 1983
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198310)20:4<510::aid-pits2310200420>3.0.co;2-1
Subject(s) - psychology , psychological intervention , intervention (counseling) , rating scale , scale (ratio) , dimension (graph theory) , response to intervention , applied psychology , clinical psychology , medical education , developmental psychology , medicine , physics , mathematics , quantum mechanics , psychiatry , pure mathematics
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.