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) |
|---|---|
| Pages (from-to) | 269-273 |
| Number of pages | 5 |
| Journal | Behavioral Disorders |
| Volume | 43 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2017 |
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Keywords
- Intervention acceptability
- Social importance
- Social validity
- Treatment acceptability
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Clinical Psychology
Cite this
The social validity of “acceptability of behavioral interventions used in classrooms” : Inferences from longitudinal evidence. / Elliott, Stephen.
In: Behavioral Disorders, Vol. 43, No. 1, 01.01.2017, p. 269-273.Research output: Contribution to journal › Article
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TY - JOUR
T1 - The social validity of “acceptability of behavioral interventions used in classrooms”
T2 - Inferences from longitudinal evidence
AU - Elliott, Stephen
PY - 2017/1/1
Y1 - 2017/1/1
N2 - 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.
AB - 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.
KW - Intervention acceptability
KW - Social importance
KW - Social validity
KW - Treatment acceptability
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UR - http://www.scopus.com/inward/citedby.url?scp=85046712449&partnerID=8YFLogxK
U2 - 10.1177/0198742917739021
DO - 10.1177/0198742917739021
M3 - Article
AN - SCOPUS:85046712449
VL - 43
SP - 269
EP - 273
JO - Behavioral Disorders
JF - Behavioral Disorders
SN - 0198-7429
IS - 1
ER -