Acceptability of cognitive—behavioral and behavioral interventions among teachers

Abstract

Teachers' decisions regarding acceptability ultimately affect the implementation and thus the efficacy of classroom interventions. While programmatic research on acceptability of behavioral interventions exists, acceptability of cognitive—behavioral techniques among those who would ultimately implement them has not been examined. In the present study 203 practicing teachers evaluated two cognitive—behavioral (self-instructional strategy training and self-monitoring) and two behavioral (token economy and social reinforcement) interventions for a student with either a mild or severe problem. In addition, reliability and factor structure of the intervention Rating Profile-15 (IRP-15) was examined. The IRP-15 was found to be highly reliable and unidimensional. While teachers found all four interventions to be acceptable, at the mild problem level both social reinforcement and self-monitoring were significantly more acceptable than self-instructional strategy training and token economy. Self-instructional strategy training was significantly more acceptable at the severe problem level as compared to the mild problem level, while social reinforcement was rated as significantly more acceptable at the mild problem level as compared with the severe problem level. Directions for further research are noted.