Behavioral conceptions and applications of acceptability: Issues related to service delivery and research methodology

This article reviews conceptual, methodological, and paradigmatic issues re lated to the acceptability of school-based practices from a behavioral orie ntation. First, we provide an overview of the acceptability construct from a behavioral perspective including (a) the historical development of the co nstruct of acceptability, (b) the behavioral conceptualization and definiti on of the construct of acceptability, and (c) the prevailing conceptual mod els of acceptability. Second, we illustrate the methodology typically used when examining consumers' acceptability of school-based practices from a be havioral perspective using a cross-source, cross-method approach. A review of empirical studies examining the acceptability of consultation assessment , and intervention practices using a variety of school-based consumers (e.g ., school psychologists, parents, teachers, children) is conducted. The imp ortance of examining the acceptability of school-based practices from this perspective is discussed. Third, we discuss important methodological issues that need to be considered in conducting acceptability research. Finally, the advantages and limitations of examining acceptability within a behavior al context are reviewed.