THE IMPACT OF TEACHER INTERVENTION ACCEPTANCE ON CHILD OUTCOME MEASURES

Abstract

The purpose of this study is to determine to what degree teacher acceptance and use of an evidence-based intervention predict positive child outcomes following the intervention period. Teacher participants (n = 10) were rated on the degree to which they accept the given intervention (as measured by the Assessment of Fundations® Scale). Student participants included 114 Kindergarten children (ages 5-6). Existing letter-sound knowledge data were collected for all kindergarteners who participated. It was hypothesized that higher teacher acceptability of Fundations®, as measured by Assessment of Fundations®, would be positively and significantly correlated with greater letter-sound recognition gains over the intervention period. This information extends current research by adding outcome measure correlates. Secondly, data were used to examine outcomes from an existing intervention. Previous research used acceptability ratings to identify the most feasible interventions from a series of theoretical interventions. Results of this study found two of the four acceptability and use factors (acceptability and feasibility) were positively and significantly correlated with student outcomes.