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20-08-2019 | Original Paper

Social Validity and Teachers’ Use of Evidence-Based Practices for Autism

Tijdschrift:
Journal of Autism and Developmental Disorders
Auteur:
Jordan McNeill
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Electronic supplementary material

The online version of this article (https://​doi.​org/​10.​1007/​s10803-019-04190-y) contains supplementary material, which is available to authorized users.

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Abstract

The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this “social validity” of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers’ implementation, with implications for both research and practice.

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Extra materiaal
Supplementary material 1 (TXT 78 kb)
10803_2019_4190_MOESM1_ESM.txt
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