Restrictiveness of Procedures to Decrease Behavior: Views of School Psychologists, Administrators, Teachers, and Specialists

A survey was distributed to school psychologists, administrators, teachers, and specialists in special education settings, which required them to rank the restrictiveness of 13 procedures designed to decrease behaviors. Data from 118 respondents indicated general agreement in the rankings of procedures, although considerable dispersion was noted with respect to some of them. Results are discussed in terms of the nature of the procedures, sample groups, and correspondence with previously proposed, theoretical hierarchies of behavioral procedures