A Follow-up Study of Relational Processes and Consultation Outcomes for Students with Attention Deficit Hyperactivity Disorder

Self‐monitoring with goal‐setting: Decreasing disruptive behavior in children with attention‐deficit/hyperactivity disorder

“…Lastly, this study did not measure the student's perceptions of intervention acceptability. While we did measure teacher acceptability to determine if the intervention was a suitable fit in the school setting from a teacher perspective (Colton & Sheridan, 1998; Curtis et al, 2006; Elliott & Treuting, 1991; Erchul et al, 2009; Pisecco et al, 2001), the students' perspectives could lead to a greater understanding of the fit of this intervention for their population. Especially since the GS aspect of the intervention may be able to increase buy‐in from students into the intervention (Lee & Tindal, 1994; Moore et al, 2013), finding an age‐appropriate measure of student perspectives could allow us to determine if the student's ratings of intervention acceptability are related to increased compliance to the intervention.…”

“…The BIRS has been used to assess teachers' ratings of treatment acceptability in the school setting and has also been used to assess the treatment acceptability of ADHD interventions (Colton & Sheridan, 1998; Curtis et al, 2006; Elliott & Treuting, 1991; Erchul et al, 2009; Pisecco et al, 2001). This measure is an extension and revision of the Intervention Rating Profile for Teachers (IRP‐15), a 15‐item scale measuring treatment acceptability (Martens et al, 1985).…”