Social Validity in Early Language Interventions for Dual Language Learners: A Systematic Review of the Literature

Abstract

The social validity of intervention research has been emphasized in special education and related fields for decades. There is relatively little focus on social validity that considers culturally and linguistically diverse populations. Eleven articles met the inclusionary criteria for this systematic review and were evaluated to describe social validity in early language intervention research—specifically with young (birth through 5 years) dual language learners (DLLs). We examined how social validity was considered and addressed, how social validity was measured, and the results of social validity assessments. Definitions of social validity were generally vague, and researchers in most studies only considered social validity post intervention rather than prior to starting or during the interventions. Participants generally viewed interventions positively, but incomplete data were often reported.

Developing Parents Plus

“…When participants find the intervention to be socially valid, they are more likely to use the intervention as intended (e.g., Dunst, Raab, & Hamby, 2016; Leko, 2014). Originating with Wolf (1978), researchers typically consider three elements of social validity: (a) intervention goals are important, (b) procedures and content are acceptable, and (c) outcomes are meaningful (Larson et al, 2020; Ledford, Hall, Conder, & Lane, 2016; Leko, 2014; Strain, Barton, & Dunlap, 2012). Notably, DEC's (2014) recommended family-centered practices hinge on early interventionists (EIs) working with families to ensure that services meet these tenets; for example, EIs should work collaboratively with families to build families' capacities in ways that are responsive to families' values (goals), beliefs, and practices.…”

“…The collection of retrospective data only does not provide the opportunity to iteratively develop an intervention that meets users' needs. Social validity experts recommend collecting data before, during, and after the intervention and using multiple data sources (e.g., Larson et al, 2020; Ledford et al, 2016; Strain et al, 2012). Following recommended practices, we collected social validity data: (a) on stakeholders' and participants' perspectives of the goals, content and procedures, and outcomes; (b) before, during, and after intervention use; and (c) through both qualitative and quantitative methods.…”

Increasing Access and Quality of Behavior-Analytic Services for the Latinx Population

“…The majority of behavior analysts do not work in isolation; they typically provide their services as members of teams of professionals and must enlist the support of integral team members such as families and teachers in order to promote the establishment, generalization, and maintenance of behavior change. Interventions are most likely to be effective if they are deemed socially valid because team members are more likely to approve, adopt, and follow through with them (Common & Lane, 2017 ; Larson et al, 2020 ; Strain et al, 2012 ). Providing treatment options that are sensitive to the cultural and linguistic needs of Latinx individuals may therefore be considered an important factor in determining the likelihood of treatment success above and beyond ethical obligations.…”

prévention des difficultés langagières des enfants préscolaires : état des lieux des stratégies d'encouragement à privilégier dans un contexte monolingue et plurilingue

“…D'autres stratégies sont considérées comme prometteuses, comme celles consistant à effectuer des modifications culturelles et linguistiques dans des programmes d'intervention précoce déjà existants (Guiberson & Petrita Ferris 2019), par exemple en adaptant certains conseils qui seraient en contradiction avec les valeurs de la famille ou en ciblant des caractéristiques linguistiques de la langue de la famille (exemple de modifications décrites dans Peredo et al 2018). En effet, selon Larson et al (2020a), le concept de "validité sociale" est primordial lorsqu'on intervient auprès de familles issues de différentes cultures. Il peut être défini par trois composantes (Wolf 1978) -l'adhésion aux buts de l'intervention, aux procédures et aux effets -et permet de s'assurer que l'intervention est appropriée et porteuse de sens au regard des valeurs et préférences de la population ciblée.…”

“…Il peut être défini par trois composantes (Wolf 1978) -l'adhésion aux buts de l'intervention, aux procédures et aux effets -et permet de s'assurer que l'intervention est appropriée et porteuse de sens au regard des valeurs et préférences de la population ciblée. Dans leur revue systématique, Larson et al (2020a) concluent que la question de la validité sociale reste encore peu abordée dans les études d'intervention langagière auprès de jeunes enfants plurilingues et mériterait une plus grande attention lors de l'élaboration des programmes à l'intention de ces familles, d'autant plus que la revue souligne que cela serait perçu positivement par les participants.…”