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DIFFERENCES IN ACCEPTABILITY OF THREE POTENTIAL TREATMENTS FOR ATTENTIONDEFICIT/ HYPERACTIVITY DISORDER WHEN RECOMMENDED BY A SPECIAL EDUCATION TEACHER,A SCHOOL PSYCHOLOGIST, AND A PEDIATRICIANCarter, Stacy Lynn 10 December 2005 (has links)
The purpose of the current study was to examine levels of treatment acceptability associated with three frequently implemented interventions (medication, token economy with response cost, and time-out) for children with characteristics of Attention-Deficit/Hyperactivity Disorder (ADHD). An additional purpose was to investigate the influence that the professional affiliation or label (i.e., special education teacher, school psychologist, and pediatrician) of the consultant making a treatment recommendation may have on the acceptability of a proposed treatment for a child displaying characteristics of ADHD. The participants consisted of 63 members of school assistance teams recruited from southwestern school districts. Participants read a case description of a child displaying characteristics of ADHD and a treatment vignette which manipulated the type of treatment recommended and the occupational title of the consultant making the treatment recommendation. Participants then rated the acceptability of the treatments using the Abbreviated Acceptability Rating Profile. Repeated measures ANOVA revealed significant differences in treatment acceptability ratings, with medication receiving less acceptable ratings than the other treatments and that the medication treatment was considered less acceptable when recommend by a special education teacher than when recommended by either a school psychologist or a pediatrician. A statistically significant interaction was identified between the consultant recommending the treatment and the type of treatment. This study investigated whether the consultant making a treatment recommendation impacted the level to which the treatment was accepted. This is unique in that the influence of the consultant making a treatment recommendation has not previously been studied in the literature on treatment acceptability. This finding may be useful when considering the frequency in which consultants from different occupations make recommendations. Recommendations for future research in treatment acceptability are discussed.
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The Social Validity Manual: Subjective Evaluation of InterventionsCarter, Stacy L., Wheeler, John J. 07 June 2019 (has links)
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
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Prognosis and progress : a retrospective case study of a child with Down syndromePeterson, Taylor Rebecca 09 December 2013 (has links)
The purpose of this retrospective case study is twofold: 1) to analyze the current literature regarding speech and language development and intervention in Down syndrome (DS) and 2) to investigate the experiences of a young child with DS in early intervention from birth to age three. More specifically, we are interested in understanding what a diagnosis of DS means for the developing child (clinical description), how the abilities of these children are measured prior to treatment (assessment), which strategies are commonly utilized in therapy for this population (intervention), and expected treatment outcomes for children who receive intervention (progress). By integrating data from all major areas of development, we can provide a holistic description of DS in early childhood and see how DS is manifested in a young child with this diagnosis. Furthermore, this review and case study can guide speech-language pathologists (SLPs) who are interested in evidence-based practice for clients with developmental disabilities. We interviewed the participant’s mother to gain additional perspective on the early intervention process and outcomes. After analyzing early therapeutic and educational records provided by the participant’s mother, we discovered that our participant experienced a similar pattern of speech and language development as her peers with DS; however, at age three, she appeared to be functioning at an above average level relative to expectations for children with DS. We discuss the positive indicators and environmental factors that may have contributed to her success. Our findings support the importance of providing early intervention for children with developmental disabilities. / text
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Social Validity of Changes in Informativeness and Efficiency of Aphasic Discourse Following Linguistic Specific Treatment (LST)Jacobs, Beverly J. 01 January 2001 (has links)
This study presents the results of an analysis of pragmatic aspects of language samples obtained from five agrammatic aphasic individuals prior to and following Linguistic Specific Treatment (LST). Clinically and statistically significant positive changes in informativeness and efficiency were documented in posttreatment samples. Analysis of communicative competence (i.e., naïve listeners' ratings of pre- and posttreatment audiotaped samples), was undertaken to examine the social validity of quantified changes. Mean ratings across listeners were computed to evaluate their subjective perceptions of general communicative constructs. Results indicated that objectively measured changes in pragmatic aspects were perceptible to naïve listeners, however, to varying degrees across participants and constructs.
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Validade social: implicações da proposição de um conceito para a análise do comportamento / Social validity: implications of this concept to behavior analysisBarreira, Regina Celia Alves 31 May 2006 (has links)
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Previous issue date: 2006-05-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Review of literature pertaining to an applied area of Behavior Analysis and the interest
in evaluating the ethical and social implications of works resulting of such a review led
into contact with the concept of Social Validity. Controversies found in theoretical and
conceptual works on social validity and the relevance attributed to the issue carried the
present study away from its original objective. Thus, the questions that guided this study
were: What conceptions of social validity can be gathered from the literature regarding
this subject? What social validity procedures are available and what are its
methodological features? How does the concept of social validity relate to Radical
Behaviorism and Behavior Analysis? Literature regarding social validity was selected
through search on PsyINFO database The retrieved records were registered in a
database and organized into categories according to their relation to "social validity".
Descriptors were taken from the abstracts in order to guide the selection of texts for
further analysis.. The criteria for the selection of texts were: a) texts that described the
historical context in which the concept was formulated and b) those that best
approached the questions of interest in this study, according to the two categories
considered the most relevant to the questions. Baer, Wolf, and Risley (1968)
differentiated basic research from applied research and defined behavior analysis
domain as approaching questions of social relevance. Winnett and Winkler (1972) as
well as Holland (1983/1978) criticized the behavior analysts praxis, questioning the
values behind the goals established in the interventions and suggesting that behavior
analysts should be responsible for changing the social environment. In this context,
Wolf (1978/1976) proposed the concept of social validity, that aims to ask the society
whether or not interventions are meaningful. Procedures of social validity were, then,
reviewed and organized (e. g. Kazdin, 1977) and their methodological extensions (e.g.
Van Houten, 1979) began to be pictured from the literature. Facing the current stage of
theoretical and conceptual production on social validity, it is possible to consider the
adhesion to social validity by behavior analysts in research and applied areas as
inevitable for the thoughts over the issues approached in the concept and application of
procedures show values that support the interventions. Methodological issues should be
faced as a startingpoint to the development of better systems for evaluating the social
relevance of interventions instead of being ignored or put aside for the lack of proper
methodology of investigation / A revisão de literatura em determinada área de aplicação da Análise do Comportamento
e o interesse na avaliação das implicações ético-sociais dos trabalhos resultantes de tal
revisão levaram ao contato com o conceito de validade social. Dificuldades encontradas
na produção teórico-conceitual sobre validade social e a relevância das questões
abordadas sob tal rótulo afastaram o presente trabalho de seu interesse original, levando
a pesquisadora a procurar respostas às seguintes questões: Que conceito de validade
social pode ser extraído da literatura que aborda o tema? Quais são os procedimentos de
validação social e quais são seus aspectos metodológicos? Como o constructo validade
social se relaciona com o Behaviorismo Radical e com a Ciência do Comportamento?
Partiu-se da seleção de material sobre validade social através da busca por palavraschave
na base de dados PsycINFO. Os registros resgatados da base de dados foram
inseridos em um banco de dados e organizados em categorias de acordo com sua relação
com o tema validade social . Dos resumos contidos no banco de dados, foram
derivados descritores que guiassem a escolha de textos a serem analisados. Foram
selecionados textos que descrevessem o contexto histórico da proposta do conceito de
validade social e, dentre os trabalhos do banco de dados incluídos nas duas categorias
consideradas mais relevantes para os objetivos da pesquisa, selecionaram-se os textos
que melhor abrangiam as questões mencionadas. Baer, Wolf e Risley (1968)
diferenciam pesquisa básica de pesquisa aplicada e definem o domínio da análise do
comportamento abordando questões relacionadas à importância social. Winnett e
Winkler (1972), assim como Holland (1983/1978), tecem críticas à prática do analista
do comportamento questionam os valores por trás dos objetivos adotados nas
intervenções e atribuem ao analista do comportamento o papel de mudar o ambiente
social. Dentro deste contexto, Wolf (1978/1976) propõe o conceito de validade social,
que tem por objetivo perguntar à sociedade se as aplicações estão fazendo algo de
importante. Em seguida, sistematizações de procedimentos de validação social (e.g.
Kazdin, 1977) e extensões metodológicas destes (e.g. Van Houten, 1979) começaram a
surgir na literatura. Levando em conta o atual estado da produção teórica, conceitual e
metodológica sobre validade social, é possível considerar inevitável a adesão à validade
social pelo analista do comportamento como pesquisador e prático no que diz respeito à
reflexão das questões embutidas no conceito e aplicação de procedimentos que
evidenciem valores que embasam sua prática. Entraves metodológicos devem ser
encarados como propulsionadores do desenvolvimento de melhores sistemas de
avaliação da importância social das intervenções ao invés de impeditivos do uso de
procedimentos de validade social
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Teacher Perceptions of Using Positive Behavior Interventions and Supports as Behavioral Interventions in a Pre-K-5 Elementary School: A Phenomenological StudyRoberts-Clawson, Meghann 01 December 2017 (has links)
Teachers’ Perceptions of Using Positive Behavior Interventions and Supports as Behavioral Interventions in a Pre-K-5 Elementary School: A Phenomenological Study by Meghann E. Roberts-Clawson This qualitative study addresses teacher perceptions of using positive behavior interventions and supports (PBIS) as positive behavioral interventions. This phenomenological study was conducted within a Pre-K-5 elementary school in northwestern North Carolina. In order to collect qualitative data, personal individualized interviews were conducted from a purposeful sample of teachers in the school who have experience implementing more intensive positive behavioral interventions. By analyzing data derived from the interviews and classroom and individualized documentation, the researcher was able to identify themes such as teachers’ perceptions in regards to using PBIS as a behavioral intervention. Themes elaborating on the ways that teachers implement PBIS in their classroom as well as the most consistently used elements of the PBIS framework also emerged from this study. Findings from this study will be useful in helping to implement the PBIS framework to fidelity as well as helping to sustain these practices. This information will be vital in training new teachers that join the staff as well as veteran teachers who are struggling with individual students’ behavior.
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Using Social Validity to Examine Teacher Perspectives of Positive Behavior Intervention Support Programs: A Quasi-Replication StudyWright, Jason Leonard 01 December 2015 (has links)
This study represents a quasi-replication of Lane et al. (2009) investigation into the psychometric properties of the Primary Intervention Rating Scale (PIRS). This rating scale was designed to assess the social validity of primary to high school level Positive Behavior Support intervention plans completed by academic staff. Lane's results indicated the PIRS was a one- factor measure with strong reliability and structural validity. To substantiate these findings an adapted version of the PIRS was distributed to teachers from one Utah school district.Quantitative data and additional comments were collected from elementary and middle school teachers. The results were computed using a series of statistical analyses including Exploratory and Confirmatory Factor Analysis and Cronbach's Alpha. Teacher comments were used to provide additional feedback and to examine trends. Results confirmed the Lane et al. findings that the PIRS is a one factor measure with strong internal consistency. Results also indicated that the school district's PBS prevention plan was socially valid from the teachers' perspective.
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The Social Validity of Online Parent Involvement in a School-based Social and Emotional Learning Program: WhyTry for ParentsHales, Gina P. 01 April 2017 (has links)
Involving parents in school-based learning can be difficult for both schools and parents, and more innovative approaches to involving parents are needed. Internet-based programs have the potential to address barriers to parent participation, but more research is needed to determine the effectiveness and social validity of such programs. This study explored the social validity of WhyTry for Parents, an internet-based program for parents of students enrolled in WhyTry, a school-based social and emotional learning program for students in grades K through 12. Eleven elementary, middle, and high schools across the United States participated in the study by inviting parents of WhyTry students to use the WhyTry for Parents curriculum. Whether or not parents utilized the curriculum, they were invited to take a survey about the importance they placed on the program's goals, procedures, and effects, and to give reasons for their level of participation in the program. A total of 836 parents were invited to take part in the study, and 14 parents made up the final sample. Coordinators (n = 10) of the WhyTry program at each school were invited to participate in interviews focused on their perspectives of parent participation rates and the WhyTry for Parents program. Regardless of whether parents utilized the curriculum, they found a high degree of social validity in WhyTry for Parents; however, they suggested that the curriculum be simplified and made more accessible. WhyTry coordinators suggested that low participation rates were due to parent resistance, and that helping parents to understand WhyTry might help overcome this resistance. Parents and coordinators suggested that the curriculum be available by app to improve accessibility. Future research should explore the social validity of WhyTry for Parents from the perspective of educators, who implement the program at the school level. Studying the costs associated with internet-based parent programs for both schools and parents may also be prudent.
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An Evaluation of Consumer Satisfaction of SafeCare® Provider TrainingsJones, Courtney R 15 December 2009 (has links)
This capstone project was conducted to evaluate trainer trainee satisfaction and acceptability from social validation questionnaires for SafeCare provider training s conducted by the National SafeCare Training and Research Center. Data were collected from 82 training participants from 2007 to 2009. SafeCare is an evidence-based parenting skills program created for at-risk and maltreating parents. The National SafeCare Training and Research Center utilizes a trainer-training model to teach professionals at the community-level. Trainees are instructed in four SafeCare modules: health, home safety, parent-child and parent-infant interactions. Social validation questionnaires are administered to evaluate process and procedures, outcome measures, staff performance, and training methods. Overall, SafeCare provider training was reported as valuable across all three social validation questionnaires. Trainees also reported a strong agreement for utilizing the skills learned during training in their future field work. Training staff performance received high satisfaction ratings as well.
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The Social Validity Manual: Subjective Evaluation of InterventionsCarter, Stacy L., Wheeler, John J. 07 June 2019 (has links)
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.
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