Treatment Acceptability: A Critical Dimension for Overcoming Teacher Resistance to Implementing Adaptations for Mainstreamed Students

Gajria, Meenakshi; Salend, Spencer J.

doi:10.1080/1057356960120107

Cited by 4 publications

(4 citation statements)

References 42 publications

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“…The perceived acceptability, effectiveness, and differential appropriateness (i.e., function-treatment match) of interventions will likely play a key role in applying such strategies with students, echoing the points made earlier that intervention fidelity and effectiveness are likely to be higher when social validity (i.e., acceptability) is high (Cross-Calvert & Johnston, 1990;Hawkins, 1991). Data on this point support the position that perceived acceptability and actual compliance with intervention strategies are positively related (Gajria & Salend, 1996;Reimers, Wacker, Cooper, & DeRaad, 1992). To move toward such an approach requires considerable time and collaborative effort (yet another factor that impacts favorably on intervention acceptability; Kutsick et al, 1991).…”

Section: Discussionsupporting

confidence: 55%

Effects of Functional Analysis Information on Ratings of Intervention Effectiveness and Acceptability

Weigle

Scotti

2000

Journal of the Association for Persons with Severe Handicaps

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Variables affecting ratings of intervention acceptability and effectiveness have been widely studied. In the literature, several variables have produced reliable results, such as type of intervention and severity of problem behavior. One variable that remains uninvestigated is the effect of providing functional analysis information on ratings of interventions. We analyzed the ratings of 55 teachers for both the effectiveness and acceptability of a range of interventions. We also evaluated the impact on those ratings of providing three levels of functional information about the targeted problem behavior: (a) structural (descriptive) information, (b) information describing an escape function (negative reinforcement), and (c) information describing an attention function (positive reinforcement). Sample demographics are reported, along with scores on an evaluation of knowledge of behavioral principles and causes of problem behavior. The teachers differentially rated brief interruption and differential reinforcement according to the functional information provided in the case vignettes. Severity of the problem behavior did not influence ratings. The implications of the findings are discussed in terms of teacher training and support for intervention efforts that include functional assessment strategies.

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Section: Discussionsupporting

confidence: 55%

Effects of Functional Analysis Information on Ratings of Intervention Effectiveness and Acceptability

Weigle

Scotti

2000

Journal of the Association for Persons with Severe Handicaps

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“…Several researchers have identified the treatment acceptability as a key factor in decisions to use an intervention (see Finn & Sladeczek, 2001). Additionally, treatment acceptability has been linked to educators' use and nonuse of interventions (Gajria & Salend, 1996). The present investigation provides support for the contribution of perceptions about the effectiveness of a technology-based treatment in interventionists' intention to use that treatment.…”

Section: Discussionmentioning

confidence: 59%

“…Additionally, he noted that social validity concerns the perceived effectiveness of an intervention. A component of social validity that has received a significant amount of attention in the literature on intervention implementation is treatment acceptance (Finn & Sladeczek, 2001;Gajria & Salend, 1996). According to Kazdin (1980), treatment acceptability concerns a consumer's judgment "of whether treatment procedures are appropriate, fair, and reasonable for the problem or client" (p. 483).…”

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confidence: 99%

Predicting Interventionists' Intention to Use Video Self-Modeling: An Investigation of the Intervention Technology Acceptance Model

Heckman

Cummings

Bellini

2014

J Spec Educ Technol

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Technology provides educators with significant advantages in working with today's students. Video selfmodeling (VSM) is an evidence-based intervention requiring the use of technology that has been successfully used to address problems that children experience in schools. The present study tested a model of predicting educators' use of technology-based treatments by accounting for perceived usefulness, perceived ease of use, and treatment acceptability. Eighty-one interventionists completed a survey designed to measure perceptions of VSM. A factor analysis supported a three-factor model for the data (i.e., usefulness, ease of use, and treatment acceptability). A sequential multiple regression indicated that a significant portion of interventionists' intention to use VSM can be accounted for by perceptions concerning the usefulness of digital camcorders, the ease of using digital camcorders, and the acceptability of the treatment. Each independent variable accounted for a significant portion of interventionists' intention to use VSM. Professional development sessions intended to improve intentions to use technology-based treatments such as VSM should specifically target technology variables (i.e., usefulness and ease of use) along with treatment acceptability.

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“…While the majority of research on accommodations has been undertaken with respect to external assessment, there are some findings based on assessment practices of classroom teachers. Surveys have found that both special education and general education teachers have limited knowledge of the range of available accommodations, and report limiting their practice to those accommodations they consider easy to use, such as reading written instructions aloud to individual students (Gajria, Salend, & Hemrick, 1994;Putnam, 1992;Siskind, 1993). Furthermore, some teachers express reluctance to make use of accommodations, citing difficulty of implementation, possible threats to the academic integrity of their assessments, and fairness to other students as reasons for such omissions (Gajria, Salend, & Hemrick, 1994;Jayanthi, Epstein, Polloway, & Bursuck, 1996;Siskind, 1993).…”

Section: Delivery Considerationsmentioning

confidence: 99%

Getting Things Right at the Classroom Level

Shaw

2005

Teachers College Record: The Voice of Scholarship in Education

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The titular focus of this volume is accountability testing. In addressing this topic, many chapters focus on standardized tests of student achievement and macro-level issues such as policy statements and largescale assessment systems. In this chapter, I approach the theme from a more micro level and offer a response to the question, "What can be done to get assessment right at the classroom level?" My answer refers back to accountability issues by considering that class of assessments most commonly used for such a purpose, herein referred to as external assessments. Whether labeled as large-scale or high-stakes, external assessments enter the classroom most often during annual "testing windows" that temporarily disrupt the flow of instruction. In contrast, curriculum-specific or classroom-based assessments-which I refer to as internal assessments-are part and parcel of, and in some cases indistinguishable from, everyday instruction, which they often inform and guide. Both internal and external assessments play significant roles in the teaching and learning that happens in classrooms.My purpose for this chapter is to advocate for complementary roles for internal and external assessments. I begin this discussion by presenting two guiding principles that I consider essential to the idea of "getting it right at the classroom level." Next, I briefly present an organizing framework for looking at various components of the assessment process. I then apply that framework to a focused set of assessment practices, discussing contributions from internal and external assessment practices in relation to the guiding principles. To close the chapter, I summarize my remarks vis-à-vis the guiding principles and point to areas in need of future development.

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Treatment Acceptability: A Critical Dimension for Overcoming Teacher Resistance to Implementing Adaptations for Mainstreamed Students

Cited by 4 publications

References 42 publications

Effects of Functional Analysis Information on Ratings of Intervention Effectiveness and Acceptability

Effects of Functional Analysis Information on Ratings of Intervention Effectiveness and Acceptability

Predicting Interventionists' Intention to Use Video Self-Modeling: An Investigation of the Intervention Technology Acceptance Model

Getting Things Right at the Classroom Level

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