Behavior Problem Interventions: Effects of Socio-Economic Status, Gender, and Type of Intervention on Teacher Acceptability Ratings

Author

Joan Wilson, Fort Hays State University

Document Type

Thesis - campus only access

DOI

10.58809/HOEF9798

Date of Award

Summer 1992

Degree Name

Education Specialist (Ed.S)

Department

Advanced Education Programs

Advisor

Richard Atkinson

Abstract

The present study investigated teachers' ratings of acceptability as a function of student gender, socio-economic status, and intervention type. Using the Intervention Rating Profile (IRP) and case studies to manipulate the variables of interest, it was established that teachers tend to rate positive interventions as more acceptable than reductive. When intervention was paired with SES, an analysis of variance indicated a significant interaction, with teachers rating positive interventions as more acceptable for middle- income students and reductive interventions as more acceptable for low-income students. Post hoc comparisons supported the initial analysis. Student gender, as well as grade level taught, and years of teaching experience, did not significantly affect treatment acceptability. These findings are discussed with respect to past acceptability research and implications for future research and practice.

Comments

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Recommended Citation

Wilson, Joan, "Behavior Problem Interventions: Effects of Socio-Economic Status, Gender, and Type of Intervention on Teacher Acceptability Ratings" (1992). Master's Theses. 2375.
DOI: 10.58809/HOEF9798
Available at: https://scholars.fhsu.edu/theses/2375

Rights

© 1992 Joan Wilson