Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2000
Thesis Director
J. Michael Havey
Abstract
This study explored the effects of diagnostic status, assessment information and intervention type on teachers' acceptability of treatment recommendations in an analog procedure. Teachers from both a suburban and a rural school district read one of eight vignettes that varied diagnostic status (ADHD vs. no diagnosis), assessment information (traditional vs. functional), and intervention type (behavioral vs. pharmacological). Teachers' ratings of treatment acceptability were examined as a function of diagnostic status, assessment information and intervention type. Results indicated a significant main effect for assessment information, with the traditional method rated as more acceptable than the functional method, and a significant main effect for intervention type, with the behavioral method rated more acceptable than the pharmacological method. A significant interaction was also found between diagnostic status and intervention type, with the behavioral intervention being more accepted than the pharmacological when the students had not been given a classification.
Recommended Citation
Fogarty, Rebecca Hassell, "The Effects of Diagnostic Status, Assessment Information, and Intervention Type on Teachers' Acceptability of Treatment Recommendations" (2000). Masters Theses. 1626.
https://thekeep.eiu.edu/theses/1626
