Master's Theses


Advanced Education Programs

Degree Name

Education Specialist (Ed.S)


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.


Richard Atkinson

Date of Award

Summer 1992

Document Type

Thesis - campus only access


© 1992 Joan Wilson


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