ERIC Number: EJ1406630
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
You'll Learn to Love It? Examining the Relationship between Intervention Dose and Acceptability among Third-Grade Students
Tanya L. Eckert; Samantha C. Maguire; Kaytlin A. Nelson; Siani Y. M. Amidon; Alec R. Goldstein; Monique S. Antoine; Joshua J. Circe; Sophia V. Alderman; Tyler J. Young
Psychology in the Schools, v61 n2 p514-531 2024
The acceptability of school-based interventions has been regularly examined among teachers and parents; however, students are less frequently assessed despite being the recipients of most interventions. Although recent studies have begun exploring how different student characteristics (e.g., gender) and types of acceptability assessments (e.g., dynamic) impact students' ratings, no studies have examined the role of intervention dosage despite early conceptual models highlighting the linkage between intervention acceptability, dosage, adherence, and effectiveness. This study explored 255 third-grade students' intervention dosage and acceptability ratings within the context of a class-wide writing intervention administered over 7 weeks. Results indicated that most students received a high number of intervention sessions throughout the study and rated the intervention as moderately acceptable. There was a statistically significant gender difference in students' postintervention acceptability ratings, with female students rating the class-wide writing intervention higher than male students. In addition, intervention dosage was a statistically significant predictor of students' postintervention acceptability ratings, although gender did not moderate these findings.
Descriptors: Elementary School Students, Grade 3, Writing (Composition), Intervention, Gender Differences, Response to Intervention, Student Attitudes, Alternative Assessment, Evaluation Methods, Incidence, Instructional Effectiveness, Reliability
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A