Date of Award
6-6-2001
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
First Advisor
Andrea Zevenbergen
Abstract
This study investigated the effects of child diagnosis and gender on treatment acceptability. One-hundred-ninety teachers from rural schools read one of four descriptions of a child with behavior problems. The descriptions varied only in terms of the label attached to the child (Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, depression, or no diagnosis). Half of the descriptions were of a male child and half were of a female child. Teachers then rated the acceptability of the treatments of positive reinforcement, timeout, and medication using the Abbreviated Acceptability Rating Profile (AARP). It was found that teachers most preferred positive reinforcement, followed by medication, and then timeout. Diagnosis and gender did not influence treatment acceptability. Teachers' ratings of acceptability were also examined as a function of teacher age, years of teaching experience, and knowledge of behavior management and psychopathology. None of these variables were found to be predictive of treatment acceptability. Implications of the study and directions for future research are discussed.
Recommended Citation
Rowan, Leslie Ann, "The effects of child diagnosis on teachers' judgements of treatment acceptability of classroom interventions." (2001). Theses and Dissertations. 7835.
https://commons.und.edu/theses/7835