The Effect of Time-Management Training On Teachers' Acceptance of High and Low Time-Involved Behavioral Interventions

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor

Daniel H. Tingstrom

Advisor Department



Consulting psychologists have encountered difficulty with third party acceptance (consultee acting on behalf of the client) of intervention strategies. Research literature suggests that despite substantial intervention effectiveness, interventions may fail because the strategy was not judged acceptable by consumers or participants in treatment. Typically, an analog research design is used to investigate factors influencing ratings of acceptability. That is, various interventions are described and defined. Participants are asked to rate the acceptability of each intervention while considering other factors such as problem severity, time-involvement, training or education of rater, interventionist, use of jargon, and philosophical orientation toward treatment. The purpose of this study is to extend the literature by exploring how time management training effects the ratings of intervention acceptability. Specifically, the effects of time management training will be analyzed in relation to teachers' acceptability ratings of reinforcement-based interventions used with a mild problem behavior requiring low and high amounts of teacher time.