Acceptability of Time-Out: The Influence of Problem Behavior Severity, Interventionist, and Reported Effectiveness

Teachers\u27 ratings of the acceptability of a classroom time-out procedure were assessed as a function of problem severity (mild vs. severe), different interventionists (teacher vs. school psychologist), and reported effectiveness (effective vs. no information). Written scenarios were completed by 103 teachers. The results indicated that acceptability ratings were higher when the described time-out procedure was implemented for severe problems and when information was provided that suggested that the intervention was effective. Higher ratings when the procedure was applied to a severe problem support previous research, and results dealing with effectiveness add to the literature concerning this variable. No differences were found for teachers\u27 versus school psychologists\u27 implementation of time-out, a finding that conflicts with the results of several studies that have suggested that teachers prefer direct involvement in interventions. Conflicting findings regarding the interventionist variable are discussed with respect to the time-consuming nature of the time-out procedure in the present investigation and the available alternative interventionist

The Good Behavior Game: An Investigation of Teachers Acceptance

Although shown to be effective, group contingency procedures have been assessed for their acceptability by individuals responsible for implementation in only one empirical study to date (Elliott, Turco, & Gresham, 1987). The present investigation assessed teachers\u27 acceptance of the Good Behavior Game (GBG), an interdependent type of group contingency, in two analogue studies. The GBG was found to be as acceptable as individually based procedures (positive reinforcement and response cost). Neither age of target children, severity of behavior problem, nor the stated rationale for the procedure affected teachers\u27 ratings of acceptability. A positive relationship was found between acceptability and usage for positive reinforcement and the GBG, and between acceptability and effectiveness for all procedures. The results of the present investigations are compared to those of other studies of intervention acceptability

Acceptability of School-Based Interventions: A Replication with a Black Sample

Presents a study that supports the findings of previous research (Kazdin, French, & Sherick, 1981; Von Brock & Elliott, 1987) of no differences between blacks\u27 and whites\u27 ratings of intervention acceptability. Statement that the study lends further confidence to these findings due to the use of a large sample and the use of two separate samples in different settings across two independent studies; Limitations; Results

Reject Resubmit Letters From Editors: Pros and Cons

Experienced authors are familiar with the traditional types of letters from journal editors. accept, reject, and revise/resubmit. An increasingly evident fourth type of letter is reject/resubmit, whose benefits are a potentially quicker turnaround time, and slightly better chance of publication. The costs, however, include extra work for editors, reviewers, and authors. Editors are urged to consider these costs and benefits and to accurately communicate to authors about their chances for publication when deciding which type of letter to write

Accuracy of Long Momentary Time-Sampling Intervals: Implications for Classroom Data Collection

The accuracy of various momentary time-sampling (MTS) interval lengths in estimating continuous measures of behavior and the implications for classroom data collection procedures were examined. Continuous interval recording records were simulated to provide standards against which to assess MTS interval lengths of 30 seconds and 5, 10, and 20 minutes. Standards were constructed to simulate behavior that occurred during 20%, 40%, 60%, and 80% of the total intervals observed. Each MTS percent occurrence estimate was compared to the percent occurrence represented by the standard. The data revealed that short MTS interval lengths were more accurate and that level of percent occurrence did not differentially affect MTS estimates. The ability of MTS to reflect increasing and decreasing behavior trends and the interaction of MTS interval lengths with various percent occurrence levels also were examined