TY - JOUR
T1 - Students' acceptability ratings of interventions for classroom misbehaviors
T2 - A study of well-behaving and misbehaving youth
AU - Turco, Timothy L.
AU - Elliott, Stephen N.
PY - 1986/12
Y1 - 1986/12
N2 - Fifth-, seventh-, and ninth-grade students (N = 151) completed the Children's Intervention Rating Profile (CIRP) in response to four teacher-initiated intervention methods (home-based praise, home-based reprimand, public praise, and public reprimand) to correct classroom behavior problems. In addition, each student's teacher rated a student's general behavior. When examining the intervention preferences of students at each grade level, several trends in the acceptability of intervention methods were evident. Specifically, (1) fifth graders preferred positively oriented interventions more than negatively oriented interventions, (2) seventh and ninth graders preferred home-based interventions more than school-based interventions, and (3) only ninth graders indicated a sensitivity to selecting intervention methods based upon the problematic student's sex and the teachers' rating of the students' overall behaviors. The results are discussed within the context of previous treatment acceptabilty research and highlight the importance for acceptability research to include more background variables concerning both the raters and the target child.
AB - Fifth-, seventh-, and ninth-grade students (N = 151) completed the Children's Intervention Rating Profile (CIRP) in response to four teacher-initiated intervention methods (home-based praise, home-based reprimand, public praise, and public reprimand) to correct classroom behavior problems. In addition, each student's teacher rated a student's general behavior. When examining the intervention preferences of students at each grade level, several trends in the acceptability of intervention methods were evident. Specifically, (1) fifth graders preferred positively oriented interventions more than negatively oriented interventions, (2) seventh and ninth graders preferred home-based interventions more than school-based interventions, and (3) only ninth graders indicated a sensitivity to selecting intervention methods based upon the problematic student's sex and the teachers' rating of the students' overall behaviors. The results are discussed within the context of previous treatment acceptabilty research and highlight the importance for acceptability research to include more background variables concerning both the raters and the target child.
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U2 - 10.1177/073428298600400404
DO - 10.1177/073428298600400404
M3 - Article
AN - SCOPUS:84970206475
SN - 0734-2829
VL - 4
SP - 281
EP - 289
JO - Journal of Psychoeducational Assessment
JF - Journal of Psychoeducational Assessment
IS - 4
ER -