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Christopher T. Arra & Michael W. Bahr. (2005) Teachers' and Students' Preferences for Mathematics Interventions: Implications for Teacher
Acceptability in Consultation. Journal of Educational and Psychological Consultation 16:3, pages 157-174.
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Tanya L. Eckert, David N. Miller, George J. DuPaul & T. Christopher Riley-Tillman. (2003) Adolescent Suicide Prevention: School Psychologists' Acceptability of School-Based Programs. School Psychology Review 32:1, pages 57-76.
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Articles from other publishers (5)
Endia J. LindoAmy M. Elleman. (2010) Social Validity’s Presence in Field-Based Reading Intervention Research. Remedial and Special Education 31:6, pages 489-499.
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Jennifer A. Mautone, George J. DuPaul, Asha K. Jitendra, Katy E. Tresco, Rosemary Vile Junod & Robert J. Volpe. (2009) The relationship between treatment integrity and acceptability of reading interventions for children with Attention‐Deficit/Hyperactivity Disorder. Psychology in the Schools 46:10, pages 919-931.
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Catherine A. Fiorello, S. Kenneth Thurman, Jennifer Zavertnik, Robert Sher & Schehera Coleman. (2009) A comparison of teachers' and school psychologists' perceptions of the importance of CHC abilities in the classroom. Psychology in the Schools 46:6, pages 489-500.
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Matthew K. BurnsJames E. Ysseldyke. (2008) Reported Prevalence of Evidence-Based Instructional Practices in Special Education. The Journal of Special Education 43:1, pages 3-11.
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Tanya L. Eckert, John M. Hintze & Edward S. Shapiro. (2016) Development and Refinement of a Measure for Assessing the Acceptability of Assessment Methods: The Assessment Rating Profile-Revised. Canadian Journal of School Psychology 15:1, pages 21-42.
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