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- Publisher
- Springer Journals
- Copyright
- Copyright © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
- ISSN
- 1053-0819
- eISSN
- 1573-3513
- DOI
- 10.1007/s10864-023-09519-3
- Publisher site
- See Article on Publisher Site
Abstract
Special education teachers often make decisions about interventions to help reduce student problem behavior. There are many variables that impact how teachers make decisions regarding behavioral interventions, and the current study aimed to quantitatively evaluate how delay to treatment outcomes affect teacher decision-making. This study used the delay discounting framework to examine the effects of delays to treatment outcomes on special education teacher decision-making. Participants completed an online hypothetical delay discounting task based on the behavioral economic theory that the value of an outcome (e.g., treatment outcome) diminishes as the delay to that outcome increases over time. Our results indicate that most special education teachers discount delays in treatment effects, suggesting that special education teachers may prefer interventions that result in more immediate behavior change. Implications for future research and consultative practice are discussed.
Journal
Journal of Behavioral Education – Springer Journals
Published: May 25, 2023
Keywords: Behavioral economics; Delay discounting; Decision-making; Problem behavior; Special educator