How information about the effectiveness of three classroom interventions influences teachers' acceptability ratings was the central issue investigated. A measure of treatment effectiveness, the Behavior Intervention Rating Scale (BIRS), was designed to differentiate between the constructs of treatment effectiveness and treatment acceptability and to investigate their relationship. Teachers(N=216)rated one of three different classroom interventions: token economy, response cost, or time-out. Each subject was provided a description of a problem situation that consisted of either a mild or severe problem behavior. Effectiveness information accompanying each intervention varied. A factor analysis of the BIRS demonstrated that the scale differentiated between the constructs of effectiveness and acceptability. A multivariate analysis of the teachers' ratings revealed two significant findings: a main effect for intervention, and an interaction between problem severity and effectiveness information. The token economy and response cost interventions were statistically similar and both were rated significantly more acceptable and effective than the time-out intervention. Follow-up analysis of the inteaction indicated that with a mild problem, research-based outcome information increased acceptability ratings more than if no information was given. These results are discussed in terms of past research, directions for futute investigations, and practical implications for school-based consultants.
ASJC Scopus subject areas
- Developmental and Educational Psychology