A teacher’s checklist for evaluating treatment intrusiveness

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

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


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
Issue number2
StatePublished - Jun 2011


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