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Abstract
The current study examined elementary school teachers’ acceptability of a positive behavioral intervention based on the use of jargon and non jargon language during behavioral consultation. One-hundred and one kindergarten through grade six teachers responded to the Usage Rating Profile-Intervention Revised (URP-IR) after reviewing a vignette describing a positive behavioral intervention utilizing jargon or non-jargon language. No statistically significant difference existed between acceptability and usage of a positive behavioral intervention when described in either jargon or non-jargon terms.
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Author biographies
Katie Shemanski is a School Psychologist and Board Certified Behavior Analyst (BCBA) for the Western Wayne School District in Northeast Pennsylvania and an adjunct faulty at Philadelphia College of Osteopathic Medicine. She received her PsyD in school psychology from Philadelphia College of Osteopathic Medicine and a graduate certificate in applied behavior analysis from the Pennsylvania State University. Her research interests include applied behavior analysis, behavioral consultation, and crisis intervention and prevention.
Francis J. DeMatteo is a Nationally Certified School Psychologist (NCSP) and earned his graduate degrees in educational psychology and school psychology at Indiana University of Pennsylvania. Dr DeMatteo is currently an Associate Professor and Director of the School Psychology Program in the Department of Psychology at Humboldt State University in northern California. His research interests include: Family-school relations, providing feedback results to parents, and post-school transition.
Allison Fruehan is graduate student in the School Psychology Program at Marywood University and she is completing her 1200 hour field based internship at Anchorage School District in Alaska. Allison’s research interests include: Culturally responsive suicide prevention and intervention, high school students with Autism Spectrum Disorder, and family-school relations.
