Treatment acceptability of teachers across different school levels

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)




Lawrence Lewandowski


Treatment acceptability, Teachers, Academic interventions, Behavioral interventions

Subject Categories

Education | Educational Psychology


The purpose of the study was to investigate acceptability of both behavioral and academic interventions by teachers across different school levels. Whereas an abundance of research exists on treatment acceptability, few studies have been conducted with middle school and high school teachers, and those have failed to account for differences in teacher responses based on their school level grouping. The current study included elementary, middle, and high school teachers as participants, and examined group differences on acceptability ratings. Furthermore, this study investigated teacher acceptability of both behavioral and academic treatments, which are rarely explored concomitantly. Finally, the current study included the use of treatments selected by teachers and shown to be effective in the treatment literature. Teachers (50 high school; 50 middle school, and 56 elementary school) rated five academic and five behavioral interventions on measures of acceptability, familiarity, and willingness to implement each intervention. While no main effect for school level was found to occur, significant school level by intervention effects were obtained for the variables of academic and behavioral acceptability. Additionally, there were significant sex by school level by intervention effects for the ratings of familiarity and implementation for both academic and behavioral interventions. Specifically, teachers at all school levels were less accepting of the intervention of using behavioral modification techniques, and high school teachers were less familiar and less willing to implement that intervention in comparison to other interventions. Elementary school teachers were less accepting of the intervention of administrative conferencing than middle school teachers, and rated their familiarity and willingness to implement that intervention as lower than the other four behavioral interventions. There was greater consistency among ratings for academic interventions, as teachers as a whole tended to least prefer the intervention of direct 1:1 support/instruction. The results support the findings of Hall and Wahrman (1988), in that no main effect was found to occur for school level. The study did, however, add to the current research base by providing information as to the type of interventions deemed acceptable by the different levels of teachers. Limitations, implications, and directions for future research are discussed.