Volume 6, Issue 3 (Fall 2012)
Reading Intervention and Assessment Acceptability: A Literature Review
Sarah Stebbe Rowe
ABSTRACT: Educators and school psychologists are expected to use evidence-based interventions and assessment tools in their daily practice. A 2008 position statement by the National Association of School Psychologists indicates that school psychologists should consider the attitudes of students, teachers, and communities toward interventions prior to implementation. These attitudes include perspectives on treatment acceptability, which means that an intervention is appropriate to the problem, fair, reasonable, and nonintrusive (Kazdin, 1980). Much of the research on acceptability continues to investigate behavioral interventions, and less is known about the acceptability of academic interventions and assessment measures. The purpose of this literature review is to document acceptability measurement methods for reading interventions and assessments, to report the reliability and validity of the measures, and to provide information on the acceptability of several reading interventions and assessment tools. Implications for how school psychologists can measure reading intervention and assessment acceptability will be discussed.