Acceptance of Response Cost Methods: Teachers' and Psychologists' Reactions

Abstract

Teachers' and psychologists' ratings of three classroom interventions, a token economy, a response cost, and a response cost lottery, were compared under two levels of implementation support. The Behavior Intervention Rating Scale (BIRS), a measure of treatment acceptability and perceived effectiveness, was the major dependent measure. A directed inquiryquestionnaire provided additional information concerning interventions and amount of implementation support. Results of a multivariate analysis demonstrated a significant effect for the within subject variable of intervention, however, there were no differences between the two professional groups or amount of support provided. Univariate analysis indicated all three factors of the BIRS were significant for the method variable. Specifically, Scheffe's post hoc procedure indicated the token economy intervention was rated more acceptable and effective than the two variants of response cost. Chi Square analysis of directed inquiry questions indicated response cost and response cost lottery were not preferred interventions, nor considered the most effective or typically suggested for use. All three interventions, however, were considered useable in schools. A relatively low amount of implementation support was considered typical, whereas a relatively high amount of support was considered more reasonable and adequate. Past research, future directions, and implications for practice were discussed.