Assessing children's perceptions of intervention acceptability ratings

Abstract

This study explored the concordance between 70 third‐grade students' preintervention and postintervention acceptability ratings of a writing intervention administered over 7 weeks. In addition, the association between students' preintervention and postintervention acceptability ratings and intervention effectiveness was examined. Results indicated statistically significant differences between female and male students’ perceptions of the intervention before implementation. In comparison to their male peers, female students rated the intervention more favorably, and the associations between preintervention and postintervention acceptability ratings were larger for female students. In addition, moderate to large associations were observed between female students writing productivity and their preintervention and postintervention acceptability ratings, whereas small to moderate associations were observed for male students. Implications and future research directions are discussed.

You'll learn to love it? Examining the relationship between intervention dose and acceptability among third‐grade students

“…The results reported by Eckert et al (2017Eckert et al ( , 2021 expand our understanding regarding the impact of gender differences on elementary-age students' writing intervention acceptability outcomes before and after implementation. However, school-based interventions are frequently implemented over extended periods and the integrity of implementation may be affected by several factors occurring at the level of the classroom (e.g., adaptation), teacher (e.g., fidelity, quality), or student (e.g., dosage) (Collier-Meek et al, 2018).…”

“…First, the majority of students received a high number of intervention sessions and a high cumulative level of intervention dosage over the course of the studies. Although limited empirical attention exists regarding intervention dosage thresholds (Duhon et al, 2022), the number of intervention sessions and level of intervention dosage that students received in the current study exceeded current intervention adherence recommendations that range between 60% and 80% (Durlak & DuPre, 2008;Noell et al, 2005) wide writing intervention (Eckert et al, 2017(Eckert et al, , 2021. The students' acceptability outcomes, coupled with prior research examining the cost-effectiveness of the class-wide intervention (Barrett et al, 2020), provide additional support for the social validity of the intervention.…”

“…Conceptual models of intervention implementation highlight the interdependent role of intervention dosage on acceptability assessments (Reimers et al, 1987;Witt & Elliott, 1985). Recent research has begun to explore how student characteristics are associated with intervention acceptability (Eckert et al, 2017(Eckert et al, , 2021. No studies, however, have yet examined the role of dosage on students' intervention acceptability ratings or considered whether individual differences moderate these outcomes.…”

“…Second, we examined whether there were gender differences in students' acceptability ratings, writing productivity, and intervention dosage. Because prior research has demonstrated gender differences in students' acceptability ratings (Eckert et al, 2017(Eckert et al, , 2021 and students' writing productivity (Reilly et al, 2019), we hypothesized that there would be a statistically significant gender difference in students' acceptability ratings and writing productivity, with females rating the class-wide intervention higher than males as well as evidencing higher writing productivity than males. Because no prior studies have examined gender differences within the context of intervention dosage, no a priori hypothesis was generated.…”

“…In the second study, Eckert et al (2021) examined individual differences in student intervention acceptability by exploring the impact of gender on students' pre‐ and post‐KIP ratings. A total of 70 third‐grade students attending a public elementary school completed the KIP before intervention implementation.…”