No description available.

No description available.

The construct of social validity was introduced by Montrose M. Wolf (1978) and was de¬fined by three distinct components. These components included (a) the social significance of the goals of treatment, (b) the social appropriateness of the treatment procedures and (c) the social importance of the effects of treatment. The value of social validity in the design, delivery and evaluation of person-centered treatments has been supported over time within the literature. Most notably, Ilene S. Schwartz and Donald M. Baer (1991) spoke to the importance of social validity in terms of designing interventions that were both relevant and valued by consumers. The field of special education has witnessed a significant growth over the past thirty-years in the use of a person-first framework. The merits of social validity for promoting person-first interventions and supports are substantial and include the potential for greater consumer and family engage¬ment, increased adherence to treatment and greater degrees of treatment satisfaction by all parties including teachers, therapists, family members and consumers. Perhaps the greatest benefit is that social validity inputs promote the design and delivery of socially significant interventions and supports and potential quality of life outcomes for consumers in a manner, which honors the intentions of person-centered professional practice. The purpose of this paper will be to provide a research-based rationale for the use of social validity in the design, delivery and evaluation of person-centered interventions and supports.

Social Validity is a concept used in behavioral intervention research. It focuses on whether the goals of treatment, the intervention techniques used, and the outcomes achieved are acceptable, relevant, and useful to the individual in treatment. The Social Validity Manual, 2e, provides background on the development of social validity, an overview of current research in social validity, and guidelines for expanding the practice of social validation. The book offers detailed information on scales and methods for measuring social validity across the goals, procedures, and effects of treatments utilized in various fields. The second edition incorporates advances in research findings and offers two new chapters on the use of social validity in the health sciences and how social validity plays an important role in increasing cultural awareness. / https://dc.etsu.edu/etsu_books/1218/thumbnail.jpg

No description available.

No description available.

Assessment is an integral part of teaching and learning. Assessment data is gathered to monitor progress and developmental gains in child development and learning, to guide curriculum planning and decision making, to identify special needs, and to evaluate the effectiveness of early childhood programs. Current research indicates that assessment data gathered from children who are immigrants does not always lead to the development of effective curriculum and instruction, and the data is not reliable in identifying immigrant children with special needs. This chapter discusses the possible technologies available to mitigate the threats and challenges that continue to affect the gathering of effective assessment data from young learners who are immigrants.

No description available.

No description available.

No description available.