Abstract
In this retrospective commentary on “Acceptability of Behavioral Interventions Used in Classrooms: The Influence of Amount of Teacher Time, Severity of Behavior Problem, and Type of Intervention,” I first examine the concept of social validity and related measurement challenges per Wolf’s concerns about consumers’ subjective reactions to behavior intervention procedures. I claim the genesis of the treatment acceptability research that others and I have completed was primarily motivated to advance the measurement of a subjective and fundamental construct in the process of selecting and implementing interventions in classrooms with teachers and children. With this background, I briefly describe the featured school-focused treatment acceptability study, followed by inferences about its (a) impact on subsequent intervention research and (b) relationship with common behavioral consultation and health care practices. I conclude with some speculations about future acceptability research and the importance of psychologists and educators caring about the social validity of their services.
Original language | English (US) |
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Pages (from-to) | 269-273 |
Number of pages | 5 |
Journal | Behavioral Disorders |
Volume | 43 |
Issue number | 1 |
DOIs | |
State | Published - Nov 2017 |
Keywords
- Intervention acceptability
- Social importance
- Social validity
- Treatment acceptability
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Clinical Psychology