Videotaped Training of Job-Related Social Skills Using Peer Modeling: An Evaluation of Social Validity

Abstract

Three aspects of social validity were evaluated in a program using videotaped peer modeling to teach job-related social skills to adults with mental retardation. Social validity of training objectives was addressed through a literature search and interviews with local professionals, who identified the most relevant training objectives. Social validity of training procedures was evaluated by trainers, who rated the procedures for ease of use and appropriateness Social validity of training outcomes was addressed by three judges. Results indicated that most clients enjoyed the videotapes and participated in the discussions that followed. The judges rated the clients'posttraining performances in the job-related social skills as improved over pretraining. It is suggested that criteria for evaluating outcome studies in social work practice include measures of social validity.

Operant Learning Theory

“…Utilizing the SST protocol, social workers havc taught interpersonal skills for initiating and maintaining positive interactions with peers to fifth-grade students (Hepler, 1994), for maintaining social support to women at risk of child maltreatment (Richey, Lovell, & Reid, 1991), for facilitating vocational and community adjustment to mentally retarded clients (Hall, Schlesinger, & Dineen, 1997;S. S. Sundel, 1994), for carrying out appropriate conversations to persons with severe mental disorders (Wong et aI., 1993), for increasing as sertiveness and drug avoidance to drug users in residential treatment (Hawkins, Catalano, & Wells, 1986), and for problem solving and avoiding future acts of delinquency to youths in detention (Hawkins, Jensen, Catalano, & Wells, 1991).…”