Abstract
Differences in ratings of treatment acceptability among groups of individuals who are often involved in the recommendation, selection, implementation, and evaluation of behavioral interventions in educational settings were examined. Teachers, school psychologists, and school social workers were presented with a vignette of a 3rd grade student exhibiting a pattern of disruptive problem behavior. The vignette was held constant but diagnostic labels (LD, BD, ADD) and interventions (verbal praise and token economy program versus time out from reinforcement program and verbal praise) for the child in the vignette were varied. After examining the vignette, participants rated the acceptability of the interventions. There was a significant interaction for professional group membership by intervention type on ratings of treatment acceptability. No significant effects of diagnostic label occurred. Implications of the present study and future research directions are discussed. © 1997 John Wiley & Sons, Inc.
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