Two behavioral interventions (social reinforcement and token economy) and two cognitive-behavioral interventions (self-monitoring of work completed and academic self-instructional training) were rated by 203 special education teachers for acceptability at both mild and severe levels of academic and behavioral problems. Hypothetical case studies were developed which described academic deficits and classroom behaviors of both a mildly and a severely educationally handicapped fifth-grader; each student description was then paired with the four possible interventions to create eight case descriptions. A revised version of the Intervention Rating Profile (IRP), the IRP-15, was used to assess the acceptability of the interventions used in the case descriptions. Results indicated that the special education teachers found both positive behavioral and cognitive-behavioral interventions to be acceptable. At the mild problem level, both social reinforcement and self-monitoring were rated as more acceptable than self-instructional training and a token economy. Self-instructional training was more acceptable at the more severe problem level than the mild problem level, while social reinforcement was seen as more acceptable for mild problems than for severe problems. Factor analyses of the IRP supported the contention that the IRP-15 is unidimensional with both behavioral and cognitive-behavioral interventions, and has high reliability. (JDD)