Social Validation: The Evolution of Standards of Competency for Target Behaviors

Houten, Ron Van

doi:10.1901/jaba.1979.12-581

Cited by 193 publications

(87 citation statements)

References 21 publications

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“…Wolf (1978) stated that experimental procedures need to be socially validated in terms of significance of the goals, appropriateness of the procedures, and the importance of the effects. Van Houten (1979) proposed the inclusion of the social validation of standards of competency for target behaviors. In the present study, social validation took two forms: (a) evaluation of behavior change within the framework of normative peer data (standards of competency) and (b) feedback from individuals who had an interest or involvement in the experimental program (appropriateness and importance of the procedures).…”

Section: Resultsmentioning

confidence: 99%

Generalization and Mantenance of Treatment Gains of Behaviorally Handicapped Students From Resource Rooms to Regular Classrooms Using Self‐evaluation Procedures

Rhode

Morgan

Young

1983

J of App Behav Analysis

117

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This study provided six behaviorally handicapped elementary school students with a short-term resource treatment to bring their behavior under the control of a combination of treatment procedures emphasizing self-evaluation. Once acceptable levels of appropriate behavior were maintained with only minimal external reinforcement and students were accurately self-evaluating their own work and behavior, generalization and maintenance of behavior gains were sought by introducing a reduced form of the self-evaluation procedures in the students' regular classrooms. A multiple baseline across pairs of subjects design was used to examine individual student's behavior. Analysis of the results of the study indicated that students transferred and maintained high levels of appropriate classroom behavior in their regular classrooms, once self-evaluation procedures were extended into those settings. For four of the six students, all extratraining components were faded. Only two students required a modified form of the original intervention to maintain behavior gains in their regular classrooms.

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Section: Resultsmentioning

confidence: 99%

Generalization and Mantenance of Treatment Gains of Behaviorally Handicapped Students From Resource Rooms to Regular Classrooms Using Self‐evaluation Procedures

Rhode

Morgan

Young

1983

J of App Behav Analysis

117

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“…b) Secondly, a social comparison was conducted (Christensen, Young, & Merchant, 2004;Festinger, 1954;Houten, 1979;Szivos, 1991;Vuran & Sönmez, 2008). For this purpose, only the post-test design with control group, a pre-experimental model, was used (Büyüköztürk et al, 2012;Karasar, 2014).…”

Section: Social Validitymentioning

confidence: 99%

“…For this purpose, only the post-test design with control group, a pre-experimental model, was used (Büyüköztürk et al, 2012;Karasar, 2014). Social comparison (SC) was implemented by comparing the target individual's performance to those of peers with typical development (Houten, 1979). In this study, in order to test for the validity of the intervention related to the outcomes for the children, students in the intervention group were compared to students who had characteristics similar to the intervention group (three students with special needs and three students without special needs) and who were from a school which was located in the same region as the intervention school.…”

Section: Social Validitymentioning

confidence: 99%

Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms

Akalın¹,

Sucuoğlu²

2015

EDUC SCI-THEOR PRACT

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Teacher training and teacher quality are an important part of the education system, therefore there is a need for new training programs for teachers to gain new knowledge and skills and to support their professional development. In recent years, new programs have been developed to offer knowledge and experience to teachers, and different methods such as consulting to increase the effectiveness of these programs have been suggested. One of these methods is performance feedback which can desirably change teacher behaviors and offer teachers opportunities to experience applying these newly learned methods in their classrooms. The purpose of this study is to examine the effectiveness of performance feedback (PF) which was given daily to teachers following their training in classroom management strategies on the outcome of teacher-student dyads. This study was conducted using three teachers working in mainstreaming classes and their students with special needs. A single-subject design, the multiple-probe design with probe conditions across subjects, and the one group pretest/post-test design were used to complete the research goal. As a result, performance feedback was found to have positive effects on teacher-use of target classroom management skills (individualization, transitions, and reinforcement). It was seen that intervention increased the preventive classroom management skills and classroom behaviors of teachers. Regarding the outcome for the children, the intervention program increased academic engagement and positive behaviors, while decreasing negative behaviors. Teacher opinions related to the performance feedback intervention were generally positive. Finally, social comparison data indicated that the intervention was socially valid, and by the end of the study the students who were participants in the research displayed more positive behaviors and less negative behaviors than the social comparison groups.

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“…Sosyal karşılaştırma, hedef bireyin performansı akranlarının performansları ile karşılaştırılarak yapılmakta (Van Houten, 1979) bu amaçla da karşılaştırma yapılacak bireylerin performans düzeylerinin belirlenmesi gerekmektedir (Christensen ve diğ., 2004;Van Houten, 1979). Bu çalışmada da müdahalenin çocuk çıktılarına ilişkin geçerliğini test etmek amacıyla, uygulama grubundaki öğrencilerle (özel gereksinimli çocuklar) karşılaştırma grubundaki öğrenciler (özel gereksinimli olan ve olmayan çocuklar) karşılaştırılmıştır.…”

Section: Sosyal Karşılaştırma Uygulama öRneğiunclassified

Özel eğitim araştırmalarında sosyal karşılaştırma üzerine bir uygulama örneği

Akalın¹

2014

Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi

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Social Validation: The Evolution of Standards of Competency for Target Behaviors

Cited by 193 publications

References 21 publications

Generalization and Mantenance of Treatment Gains of Behaviorally Handicapped Students From Resource Rooms to Regular Classrooms Using Self‐evaluation Procedures

Generalization and Mantenance of Treatment Gains of Behaviorally Handicapped Students From Resource Rooms to Regular Classrooms Using Self‐evaluation Procedures

Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms

Özel eğitim araştırmalarında sosyal karşılaştırma üzerine bir uygulama örneği

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