INFLUENCING ATTITUDES REGARDING SPECIAL-CLASS PLACEMENT USING A PSYCHOEDUCATIONAL REPORT - AN INVESTIGATION OF THE ELABORATION LIKELIHOOD MODEL

In view of recent suggestions that school psychologists focus their research and practice on interpersonal influence with adults, this study investigated variables, drawn from the Elaboration Likelihood Model (ELM), that might be manipulated to enhance the persuasiveness of a psychoeducational report. Following random assignment, teachers in training were presented with reports containing counterattitudinal recommendations regarding the placement of a behavior-disordered student in either a mainstream or a self-contained program. All reports were identical except that they varied according to message quality, source credibility, and recipient involvement. Multivariate and univariate analyses of variance revealed that the participants were more persuaded by reports with high message quality, and the disposition to consult with a specialist after reading a report was fostered by perceptions of high recipient involvement and either high message quality or high source credibility. The results are discussed in terms of the Elaboration Likelihood Model and professional school psychology practice.