Acceptability research in school psychology: Current trends and future directions

As school psychology researchers and practitioners respond to demands for e mpirically supported interventions, questions have been raised regarding th e responsiveness of those individuals who are responsible for implementatio n, what we have come to refer to as treatment or intervention acceptability . The purpose of this special issue is to examine current status and future directions for school psychology research on acceptability. This introduct ory article provides a framework for interpreting the research presented he rein, and for thinking about the issues faced by school psychology research ers and practitioners as they attempt to provide interventions that consume rs will find acceptable.