An Exploration of Teacher Acceptability of Treatment Plan Implementation: Monitoring and Feedback Methods

Abstract

To date, treatment plan implementation (TPI) monitoring and feedback methods have increased teacher TPI levels in single-subject designs and a randomized field trial. However, when innovative procedures such as these require significant changes in teachers' daily practice, acceptability becomes an important variable, and the extent to which teachers view various TPI monitoring and feedback methods as acceptable is unknown. The purposes of this exploratory research thus were to document teachers' acceptability ratings of these methods, differences in acceptability ratings between teachers having differential characteristics, and other TPI support methods that teachers identify. Respondents completed a survey that assesses acceptability of monitoring and feedback methods, gathers information on demographics, and provides an opportunity to supply other potential methods of TPI support. Results indicated significant differences between acceptability ratings regarding the personnel involved, frequency, communication format, and procedures of TPI monitoring and feedback methods. Special education teachers rated TPI monitoring methods more acceptable than did regular education teachers. Finally, respondents identified a variety of other potentially helpful TPI support methods.