The goals of the study were to (a) examine teacher-reported acceptability of a daily report card (DRC) intervention for a student in their classroom prior to and during implementation; (b) examine factors that predict acceptability; and (c) explore the relations between teacher-reported acceptability, student and teacher characteristics prior to implementation, implementation integrity (treatment dose, adherence, and teacher competence), and student outcomes. Participants were 39 elementary school teachers and 39 students with or at risk of attention-deficit hyperactivity disorder (ADHD). Teachers were asked to implement the DRC for up to 16 weeks with consultation support provided by research team staff every other week. Teachers completed acceptability ratings about the DRC prior to and after two months of implementation. This multi-method assessment using correlation and regression analyses revealed that although acceptability ratings prior to implementation were related to teacher knowledge of ADHD, they were was not related to acceptability ratings during implementation, integrity, or student outcomes. Student’s initial positive response to the intervention (i.e., the magnitude of improvement in DRC target behaviors) was associated with higher acceptability ratings during the intervention. Greater increases in acceptability over time were associated with greater DRC dose (i.e., teacher compliance to procedures and longer DRC duration). Greater duration of implementation and responding appropriately to rule violations were associated with greater student achievement of DRC goals. Implications for interpreting acceptability ratings and for understanding factors related to implementation and outcomes are discussed.

该研究的目的是（a）在实施之前和实施过程中，检查教师报告的学生在教室中接受每日报告卡（DRC）干预的可接受性；（b）研究预测可接受性的因素；（c）探索教师报告的可接受性，实施之前学生和教师的特征，实施的完整性（治疗剂量，依从性和教师能力）与学生成绩之间的关系。参加者有39名小学老师和39名患有注意力缺陷多动障碍（ADHD）或有危险的学生。要求教师在研究组工作人员每两周提供一次咨询支持的情况下，将DRC的实施时间延长至16周。在实施两个月之前和之后，教师完成了有关DRC的可接受性评级。这项使用相关性和回归分析的多方法评估显示，尽管实施之前的可接受程度与ADHD的教师知识有关，但在实施，完整性或学生成绩方面与可接受程度无关。学生对干预的最初积极反应（即，DRC目标行为改善的幅度）与干预期间较高的可接受性等级相关。随着时间的推移，可接受性的更大提高与更大的DRC剂量有关（即，老师对程序的依从性和更长的DRC持续时间）。更长的实施时间和对违反规则的适当响应与学生实现DRC目标的更大成就有关。