Outcome Expectancy and Treatment Acceptability: Perceptions of School-Based Interventions

A total of 180 subjects equally divided by grade (2nd, 5th, college freshman) and sex participated in the study investigating outcome expectancy and treatment acceptability of a wide range of school-based interventions. Results indicated that outcome expectancy and treatment acceptability are related constructs, which may influence client cooperation and treatment efficacy. For both general acceptability and outcome expectancy, male subjects were more negative in their evaluations of the interventions, and all groups rated the special class more negatively. College students emerged as the most negative group on both dimensions, whereas 5th graders were more negative in their outcome expectancies than were 2nd graders. The implications of considering client outcome expectancy and evaluations of acceptability when planning treatment interventions are discussed.