Research on clients' perceptions of the acceptability of psychological treatments has grown out of concern for social validity and has resulted in the development of a hypothetical model to explain how individuals might select treatments. This model involves four components: (1) acceptability of treatment; (2) use of treatment; (3) integrity of treatment; and (4) effectiveness of treatment. Relationships among the components can best be characterized as sequential and reciprocal. To date, empirical evidence has not been amassed to support the entire model; however, researchers have provided evidence for several connections between the four components. Based on the idea that children's involvement in decisions about psychological treatments for themselves is often desirable for ethical and pragmatic reasons, this article reviews data-based research on children's judgments of the acceptability of classroom interventions for misbehaviors. Additionally, three methodological areas in treatment acceptability research are critically examined. These areas include conceptual, psychometric, and paradigmatic issues. It is concluded that a basic methodology for examining treatment acceptibility has been tested and found promising. The method has aided in establishing a baseline for designing future acceptability research and has initiated a process of cataloging dimensions of interventions to which children attend when allowed to be involved in treatment decisions. (Author/RH)