This study investigated the influence of behavior problem severity, interventionist, and modality of case presentation on teachers' judgments of the acceptability of school-based interventions. Fifty-four regular and special education teachers rated all possible combinations of two interventions applied to two behavior problems. Information concerning the behavior problems was presented through one of two modalities (written vs. videotaped). Teachers' ratings of intervention acceptability were subjected to a 2 (behavior problem severity) × 2 (interventionist) × 2 (modality of case presentation) analysis of variance. Behavior problem severity and interventionist significantly affected teacher judgments of intervention acceptability. These results are discussed in terms of their implications for the development and implementation of behavioral interventions in classroom settings.
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