Children's ratings of the acceptability of classroom interventions for misbehavior: Findings and methodological considerations

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Abstract

This article stems from the belief that children should be involved in decisions about treatment for their own misbehavior and, in general, children can make valid judgements about treatment procedures. Thus, the purpose of this article is to review the data-based research on children's judgements of the acceptability of classroom interventions and to examine critically three areas of methodology in treatment acceptability research. These methodological areas include conceptual, psychometric, and paradigmatic issues. Research on treatment acceptability has grown out of concerns for social validity and has resulted in the development of a four-component, hypothetical model to explain how individuals might select treatments.

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