Social Validity Assessment of Training Methods to Improve Treatment Integrity of Special Education Service Providers

Abstract

We report the results of a social validity assessment that was administered to special education service providers (N=44) to document the acceptability and effectiveness ratings of several treatment integrity training methods. The participants judged performance feedback as the most likely method to improve their treatment integrity, followed by avoidance (negative reinforcement) of supervision meetings, online training, and financial incentive. Performance feedback was also rank-ordered as most effective among the four training methods. We discuss the merits of social validity assessment in designing programs for enhancing treatment integrity among practitioners within educational and clinical settings.

A component analysis of behavioral skills training with volunteers teaching motor skills to individuals with developmental disabilities

“…In addition to the demonstrated effectiveness of BST, the treatment package also has a high acceptability rating among participants (e.g., Gunby & Rapp, ; Hassan et al, ; Hassan et al, ). The perceived acceptability of a treatment is critical, as it may help to better inform program selection (Baer & Schwartz, ) and has been shown to impact treatment adherence (Strohmeir, Mule, & Luiselli, ). The utility and widespread application of BST provides support for evaluating the applicability of teaching volunteers how to support individuals with DD in a physical education program.…”

Predictors of intention to turnover in behavior technicians working with individuals with autism spectrum disorder

“…Some of this research is currently underway. For example, recently Strohmeier, Mulé , and Luiselli (2014) assessed the social validity of training methods and found that special education service providers judged performance feedback as the most likely, and the most effective, method to improve their treatment integrity. Additionally, researchers have provided some guidelines for effective training (Behavioral Skills Training, BST;Parsons, Rollyson, & Reid, 2013) as well as how to assess and improve staff performance (Carr, Wilder, Majdalany, Mathisen, & Strain, 2013).…”

Early Childhood Practitioner Judgments of the Social Validity of Performance Checklists and Parent Practice Guides

“…The percent of indicators rated a 4 or 5 on the 5-point scale on the field test surveys were computed for ascertaining if the social validity ratings reached a generally agreed upon level (85%) of acceptability and importance (e.g., Carter, 2009;Finn & Sladeczek, 2001;Meadan, Ostrosky, Zaghlawan, & Yu, 2009;Strohmeier, Mulé , & Luiselli, 2014). The percent of indicators rated as acceptable and important were computed separately for the performance checklists, practice guides, and the compatibility of the checklists and practice guides.…”