TY - JOUR
T1 - The social validity of “acceptability of behavioral interventions used in classrooms”
T2 - Inferences from longitudinal evidence
AU - Elliott, Stephen
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2017.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2017/11
Y1 - 2017/11
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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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 -