NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ438943
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
ISSN: ISSN-0033-3085
The Impact of Treatment Development Process, Intervention Type, and Problem Severity on Treatment Acceptability as Judged by Classroom Teachers.
Kutsick, Koressa A.; And Others
Psychology in the Schools, v28 n4 p325-31 Oct 1991
Presented 240 elementary teachers with case study, informing teachers that recommended treatment for presenting problem had been developed by teacher alone, school psychologist alone, or teacher-school psychologist collaboration. Teachers reported treatments developed by collaboration most acceptable; positive interventions were more acceptable than reductive ones. Treatments for severe problems were not more acceptable than those for mild problems. (Author/NB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A