Behavior Speak: Does Use of Behavior Jargon Affect Teacher Acceptability of Positive Behavior Interventions?
Date of Submission
Doctor of Psychology (PsyD)
Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology
Jessica Glass Kendorski, PhD, NCSP, BCBA-D, Chairperson
Virginia Burks Salzer, PhD
Frank DeMatteo, EdD, NCSP
The purpose of the present study was to examine acceptability and usage among elementary school (kindergarten through sixth grade) teachers of a positive behavioral intervention described in jargon terms and in nonjargon terms during the process of behavioral consultation, as measured by the Usage Rating Profile – Intervention Revised (URP–IR). Specifically, the study evaluated whether elementary school teachers’ acceptability and usage ratings differed on a positive behavioral intervention described in jargon versus nonjargon terms. In addition, this study assessed whether differences in acceptability and usage existed when considering type of classroom (i.e., general education, special education, or specialized [e.g., art, gym, music] education). One hundred one elementary school teachers participated in the study. Results indicated that there was no statistically significant difference between acceptability and usage of a positive behavioral intervention when described in either jargon or nonjargon terms. Furthermore, there was no statistically significant difference when examining the type of classroom and acceptability and usage of the positive behavioral intervention when described in jargon or nonjargon terminology. These findings are congruent with previous research that found no difference in acceptability between jargon and nonjargon descriptions. The results have important implications for interaction with teachers and the use of jargon during the process of behavioral consultation.
Shemanski, Katie, "Behavior Speak: Does Use of Behavior Jargon Affect Teacher Acceptability of Positive Behavior Interventions?" (2016). PCOM Psychology Dissertations. 370.