This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Broddy, H. L. Articles by Udvari, S. J. Search for Related Content Social Bookmarking                         What's this?

Teacher Acceptance of Psychological Interventions of Varying Theoretical Orientation: A Replication

Ontario Institute for Studies in Education

Barry H. Schneider

Ontario Institute for Studies in Education

Stephen J. Udvari

Ontario Institute for Studies in Education

Many variables influence a teacher's attitude toward interventions for atypical children. The current study explores this problem in an attenzpt to replicate findings by Schneider, Kerridge, and Katz (1992). Twenty-two regular and 16 special education teachers used the Treatment Evaluation Inventory (Kazdin, 1980a) to rate the acceptability of several types of interventions for two hypothetical cases : an aggressive boy (Craig) and a withdrawn girl (Sally). Repeated measures ANOVAs indicated that teachers evaluated the acceptability of freatments differently depending on the case to which they were exposed. Teachers felt that timeout was less acceptable than either family therapy or coaching for Craig, and that pharmacotherapy and token reinforcement were less acceptable than all other treatments.

L'attitude des enseignants envers une intervention proposée a un élève atypique est determinée par plusieurs variables. La présente étude est une replique d'une recherche menée par Schneider Kerridge et Katz (1992). Vingt-deux enseignants des classes ordinaires et 16 enseignants des classes speciales indiquèrent leurs opinions quant à l'acceptabilité de plusieurs interventions pour un garçon aggressif (Craig) et pour une fille timide. Selon les resultats de l'analyse de variance à mesures répétéees, l'evaluation de l'acceptabilité varia en fonction du cas présenté. La mise-à-l'écart fut moins acceptable que la thérapie familiale ou le counselling directifpour Craig. La pharmacothérapie et l'économie de jetons furent moins acceptables que toutes les autres interventions.

Canadian Journal of School Psychology, Vol. 11, No. 2, 142-152 (1996)
DOI: 10.1177/082957359601100219


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?