Title

Teacher Self-Reports of the Acceptability of Negative Reductive Interventions For the Amelioration of Noncompliant Behavior

Date of Award

2004

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Special Education

First Advisor

David Walker

Advisor Department

Curriculum, Instruction, and Special Education

Abstract

The purpose of this analogue study was to determine if the variables, student gender and student race were influential to teachers' acceptability ratings of negative reductive interventions used to ameliorate noncompliant behavior (refusal to comply with a teacher's request). Three negative reductive interventions, which included time out, response cost, and extinction were rated in a component of this study. The essence of this study was to examine the impact of the race and gender of the target student on middle school teachers' perceptions of the selection and use of negative reductive interventions. The sample group for the study included 89 middle school general education teachers who were currently employed with a mid-sized school district located in the southeastern region of the United States. The principal investigator collected the data by administering the Intervention Rating Profile-15. The participants rated the acceptability of three negative reductive interventions (Time Out, Response Cost, and Extinction) by responding to a fifteen item questionnaire. The data was analyzed to determine if a relationship existed between intervention acceptability and the variables, student gender and student race. The data findings assisted middle school teachers in the development, recommendation, and selection of palatable interventions that were considered acceptable for reducing noncompliant behaviors.