A teacher's checklist for evaluating treatment intrusiveness

Stacy L. Carter, Michael R. Mayton, John J. Wheeler

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

Teachers are frequently involved in developing and evaluating treatments for problematic behaviors. Along with other members of the interdisciplinary team, they must determine the level of intrusiveness that a treatment may have on a student. Several factors that influence the intrusiveness of treatment procedures are described. These factors were used to develop a checklist that could be used systematically by teachers to evaluate the intrusiveness of treatments recommended by treatment teams. After the checklist was administered to a group of preservice teachers, it was found to be capable of discriminating among several treatment options described in a series of case vignettes. The implications of incorporating such a checklist into the design and implementation of treatments for problem behavior are discussed.

Original languageEnglish
Pages (from-to)151-170
Number of pages20
JournalAlberta Journal of Educational Research
Volume57
Issue number2
StatePublished - Jun 2011

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