A Teacher’s Checklist for Evaluating Treatment Intrusiveness

  • Stacy L. Carter Texas Tech University
  • Michael R. Mayton West Virginia University
  • John J. Wheeler Western Michigan University
Keywords: Treatment intrusiveness, behavior intervention, treatment acceptability

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.

Les enseignants sont souvent impliqués dans le développement et l’évaluation de traitements des problèmes de comportement. De concert avec d’autres membres d’une équipe interdisciplinaire, ils doivent déterminer dans quelle mesure un traitement est intrusif pour l’élève. L’article décrit plusieurs facteurs qui influencent le degré de discrétion des procédures. À partir de ces facteurs, on a dressé une liste de vérification dont pourraient se servir les enseignants de façon systématique pour évaluer à quel point les procédures recommandées par les équipes de traitement sont intrusives. La liste a été présentée à un groupe de stagiaires et s’est avérée capable de distinguer plusieurs options de traitement décrites dans une série de vignettes d’étude de cas. S’ensuit une discussion portant sur les conséquences d’incorporer une telle liste de vérification dans la conception et la mise en œuvre de traitements pour les problèmes de comportement.

Author Biographies

Stacy L. Carter, Texas Tech University
Stacy Carter is an assistant professor in the Department of Educational Psychology and Leadership at Texas Tech University. His research interests include functional analysis of behavior, development of behavior interventions, and evaluation of social validity.
Michael R. Mayton, West Virginia University
Michael Mayton is a Board Certified Behavior Analyst (BCBA) and is currently an assistant professor of special education at West Virginia University. His program development interests include ameliorative training and intervention for persons with developmental disabilities and professional training and development for those who will work with this population.
John J. Wheeler, Western Michigan University
John Wheeler is currently a professor and Dean of the College of Education and Human Development at Western Michigan University. His professional training and expertise are in the design of educational and behavioral supports to children with autism, applied behavior analysis, and functional behavior assessment.
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