Teacher judgments concerning the acceptability of school-based interventions.

Martens, Brian K.; Witt, Joseph C.; Elliott, Stephen N.; Darveaux, Dion X.

doi:10.1037/0735-7028.16.2.191

Cited by 499 publications

(363 citation statements)

References 19 publications

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“…The parents completed an adapted version of the Intervention Rating Profi le-15 (Witt & Martens, 1983). The IRP-15 is a reliable (Cronbach alpha = .98; Martens, Witt, Elliott, & Darveaux, 1985), 15-item, Likert-type scale that assesses the acceptability of intervention procedures. Six questions related to behavior problems were eliminated, and minor wording changes were made to ensure that questions were pertinent to the current study.…”

Section: Materials and Assessment Proceduresmentioning

confidence: 99%

Parent involvement and reading: Using curriculum‐based measurement to assess the effects of paired reading

Fiala

Sheridan

2003

Psychology in the Schools

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This study examined the effectiveness of a paired reading intervention using curriculum‐based measurement (CBM) probes to document reading progress for one fourth‐ and two third‐grade students. These students were considered below‐average readers. Parents and children used the paired reading method in their homes for 10 minutes, four times a week. Children and parents were also provided with reading material at their instructional level. Results showed that the children's reading accuracy and rates increased from baseline to follow‐up on CBM measures and on pre/posttesting. In addition, students and parents gave favorable treatment acceptability ratings for paired reading. Implications for future research are outlined. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 613–626, 2003.

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Section: Materials and Assessment Proceduresmentioning

confidence: 99%

Parent involvement and reading: Using curriculum‐based measurement to assess the effects of paired reading

Fiala

Sheridan

2003

Psychology in the Schools

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“…Acceptability At the conclusion of the study, teachers completed an acceptability questionnaire informed by the Intervention Rating Profile-15 (Martens et al 1985) to assess their judgments about the procedures used to train them to interact with parents. The number of items varied across the two shifts and reflected the number of training procedures teachers experienced.…”

Section: Dependent Variables and Data Analysismentioning

confidence: 99%

Improving the Quality of Parent-Teacher Interactions in an Early Childhood Classroom

Berc

Doucette

Reed

et al. 2014

Behav Analysis Practice

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Quality parent-teacher interactions promote positive relationships and valuable sharing of information (e.g., Endsley and Minish 1991;Ingvarsson and Hanley 2006), outcomes that affect parent satisfaction (Winkelstein 1981) and may also contribute to child development. Supportive relationships between families and educators facilitate child learning and decrease problem behavior (e.g., Fiese et al. 2006). Identifying ways to build positive relationships by promoting quality parent-teacher interactions in early childhood settings is a worthwhile endeavor. Unfortunately, these interactions occur infrequently during natural opportunities, such as morning drop-off in child care centers (Perlman and Fletcher 2012). To address this issue, we taught teachers to initiate quality interactions with parents by using a 12-step task analysis. We developed training procedures that would be easy to implement in a busy child care setting and would be acceptable to teachers who participated in the training.Teachers were undergraduate students who worked in an early childhood classroom as part of a practicum course. We developed a parent-teacher interaction task analysis (Table 1) based on supervisory expectations, licensing requirements, and published research (e.g., Perlman and Fletcher 2012). We measured the accuracy with which teachers implemented the task analysis and asked teachers to complete a questionnaire so that we could assess the acceptability of the training procedures.An organizational-level functional assessment revealed that teachers (1) were unable to describe correctly the behaviors comprising a parent-teacher interaction, and (2) lacked the skills to accurately implement the task analysis (criterion was set to 80 % accuracy across three consecutive observations). After obtaining university approval to conduct the study, we used a concurrent multiple baseline design across shifts to evaluate the effects of training on teacher accuracy. Our analysis consisted of two to four phases depending on teacher performance: (1) baseline, (2) task clarification, (3) videobased training, and (4) feedback.During baseline, teachers experienced typical training offered by the child development center (e.g., reading a manual, orientation, feedback from their supervisor on a variety of behaviors). Teacher accuracy for the morning (M=66.5 %) and afternoon (M=58.8 %) shifts was below criterion levels ( Fig. 1). Task clarification consisting of a brief review of a written task analysis was ineffective for teachers working the afternoon shift (M=60.9 %); thus, we did not introduce this intervention for the morning shift. A video-based training package consisting of a 5-min, 4-s video with models, guided notes, and a 5-item quiz increased teacher accuracy for both shifts. The morning shift reached mastery criterion quickly (M=87 %). Although teachers in the afternoon shift demonstrated increases in accuracy (M=76.5 %), they achieved criterion performance only when performance feedback was provided (M=89.2 %). Feedback consisted of a b...

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“…Social Validity Nine items derived from the Treatment Acceptability Rating Form (TARF; Martens et al 1985) were compiled to assess social validity. A group of teachers and parents was provided with written protocols used in the current evaluation and asked to rate the items using five-point Likert-type scale (1 = strongly disagree, 5 = strongly agree).…”

Section: Experimental Design and General Proceduresmentioning

confidence: 99%

Evaluating the Emergence of Reverse Intraverbals in Children with Autism

Allan

Vladescu

Kisamore

et al. 2014

Analysis Verbal Behav

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Verbal behavior plays a fundamental role in the development of complex social and communication skills. Many children diagnosed with autism spectrum disorder exhibit profound deficiencies in intraverbal repertoires and the development of social relationships. Recent studies that investigated the effects of intraverbal training on the emergence of reverse intraverbals produced mixed results (e.g., Perez-Gonzalez et al., Journal of Applied Behavior Analysis 40: [697][698][699][700][701] 2007)). In the current study, a multiple-probe design across four participants with autism was used to evaluate the effects of intraverbal training on the emergence of reverse intraverbals. Intraverbal training consisted of multiple exemplars taught concurrently, bidirectional stimulusresponse teaching formats, general case analysis, reinforcement, and a constant prompt delay (CPD) procedure. Participants were trained on intraverbal targets and probes were conducted to assess emergence of untaught reverse intraverbals. Three participants demonstrated the emergence of reverse intraverbals as a result of the intraverbal training procedures. Social validity and maintenance of target responses and emergent reverse intraverbals were assessed.

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Teacher judgments concerning the acceptability of school-based interventions.

Cited by 499 publications

References 19 publications

Parent involvement and reading: Using curriculum‐based measurement to assess the effects of paired reading

Parent involvement and reading: Using curriculum‐based measurement to assess the effects of paired reading

Improving the Quality of Parent-Teacher Interactions in an Early Childhood Classroom

Evaluating the Emergence of Reverse Intraverbals in Children with Autism

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