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Gepubliceerd in: Journal of Autism and Developmental Disorders 11/2019

20-08-2019 | Original Paper

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

Auteur: Jordan McNeill

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2019

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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.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
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Metagegevens
Titel
Social Validity and Teachers’ Use of Evidence-Based Practices for Autism
Auteur
Jordan McNeill
Publicatiedatum
20-08-2019
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 11/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-019-04190-y

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