ABSTRACT
The typology of Behavior Alteration Techniques (BATs), developed and revised by Kearney, Plax, Richmond, and McCroskey, refers to those power resources available to teachers in their attempts to influence students. Factor analysis revealed that, for generalized influence, the strategies were relatively independent and should be treated as 22 separate variables. The stability of the two-factor solution has been demonstrated across multiple teacher samples, a variety of student scenarios, and with both construction and selection methods. When assessing BAT use in the classroom, teachers are often asked to self-report likelihood of using each BAT. The 22 categories were originally treated as separate, independent techniques. Two studies speak to the typology’s content validity. Evidence of concurrent validity can be found in researchers’ attempts to determine the relative superiority of one type of measurement technique to another. The BAT instrument has been used with college teachers and students and with junior high/high school teachers/students.
