1
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Auten EM, Van Camp C, Ferguson AB. A review of the concurrent-chains arrangement to assess intervention choice: 2018-2023. J Appl Behav Anal 2024; 57:319-330. [PMID: 38299638 DOI: 10.1002/jaba.1059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Accepted: 01/12/2024] [Indexed: 02/02/2024]
Abstract
The purpose of this review is to summarize recent literature on the use of concurrent-chains arrangements in the assessment of preference for interventions (or intervention components) in the applied literature. The types of interventions and participants are described briefly, and procedural variations, ethical considerations, and recommendations for future research are discussed.
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Affiliation(s)
- Emma M Auten
- Children's Specialized Hospital-Rutgers University Center for Autism Research, Education, and Services (CSH-RUCARES), Somerset, NJ, USA
| | - Carole Van Camp
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC, USA
| | - Allie B Ferguson
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC, USA
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2
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Rubio EK, McMahon MXH, Volkert VM. Evaluation of two physical guidance procedures in the treatment of pediatric feeding disorder. J Appl Behav Anal 2024; 57:473-489. [PMID: 38357987 DOI: 10.1002/jaba.1062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Accepted: 01/18/2024] [Indexed: 02/16/2024]
Abstract
Children with pediatric feeding disorder may refuse to consume an adequate variety and/or volume of food to maintain expected growth. They can consume food but may actively or passively refuse, resulting in escape or avoidance of eating. Behavioral interventions like positive reinforcement with escape extinction can increase consumption. However, sometimes these interventions are insufficient, especially in treating passive refusal. In these cases, physical guidance may be used to prompt an open mouth to deposit food. Research indicates open-mouth prompts are effective and rated as acceptable. This study replicated an existing physical guidance procedure, the finger prompt, and compared its efficacy and acceptability with that of a spoon prompt. This study extended research by defining and measuring passive refusal as a dependent variable and assessing social validity among different stakeholders and times. Both prompts were effective in treating food refusal, and caregivers rated the finger prompt as more preferred.
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Affiliation(s)
- Emily Kate Rubio
- Department of Pediatrics, Emory University School of Medicine, Atlanta, Georgia, USA
- Children's Healthcare of Atlanta, Atlanta, Georgia, USA
| | - Meara X H McMahon
- Department of Pediatrics, Emory University School of Medicine, Atlanta, Georgia, USA
- Children's Healthcare of Atlanta, Atlanta, Georgia, USA
| | - Valerie M Volkert
- Department of Pediatrics, Emory University School of Medicine, Atlanta, Georgia, USA
- Children's Healthcare of Atlanta, Atlanta, Georgia, USA
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3
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Wiskow KM, Subramaniam S, Montenegro-Montenegro E. A comparison of individual and group equivalence-based instruction delivered via Canvas. J Appl Behav Anal 2024; 57:262-274. [PMID: 37796040 DOI: 10.1002/jaba.1025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Accepted: 09/03/2023] [Indexed: 10/06/2023]
Abstract
Equivalence-based instruction (EBI) is an efficient method that has been used to teach various skills, including content in college courses. This study extended the literature on EBI in higher education by teaching 13 graduate students to identify features of functional analysis conditions and variations. Equivalence-based instruction methods were implemented using Canvas, an online learning management system. Participants completed pretests, experienced EBI individually and in small groups, and completed a posttest, all using the quiz feature in Canvas. The EBI modules increased students' posttest scores relative to pretest scores by 36%, on average, and there was a slight increase in correct responding in the group relative to the individual teaching condition. Furthermore, responses to social-validity surveys indicated that EBI was acceptable to most students; however, students' preferences for group and individual EBI varied.
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Affiliation(s)
- Katie M Wiskow
- California State University, Stanislaus, Turlock, CA, USA
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4
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Novack LI, Schnell-Peskin L, Feuerbacher E, Fernandez EJ. The Science and Social Validity of Companion Animal Welfare: Functionally Defined Parameters in a Multidisciplinary Field. Animals (Basel) 2023; 13:1850. [PMID: 37889767 PMCID: PMC10251938 DOI: 10.3390/ani13111850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 05/18/2023] [Accepted: 05/22/2023] [Indexed: 10/29/2023] Open
Abstract
Social validity refers to the social significance and acceptability of intervention goals, procedures, and outcomes. Animal practitioners, who are often guided by the principles of ABA, lack the benefit of verbal participants (at least with respect to target animals) with which to assess a client's needs and preferences. The study of a learner's welfare is useful for determining areas where intervention is needed or how the learner feels about an intervention that is underway. Three tenets of animal welfare measurement include physiological function, naturalistic behavior, and affect, where affect refers to private events, including emotions, which are a function of the same variables and contingencies responsible for controlling public behavior. The development of new technologies allows us to look "under the skin" and account for subjective experiences that can now be observed objectively. We introduce the reader to tools available from the animal welfare sciences for the objective measurement of social validity from the learner's perspective.
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Affiliation(s)
- Lauren I. Novack
- Department of Special Education, Hunter College, New York, NY 10022, USA;
| | | | - Erica Feuerbacher
- Department of Animal and Poultry Sciences, College of Agriculture and Life Sciences, Virginia Tech, Blacksburg, VA 24060, USA;
| | - Eduardo J. Fernandez
- School of Animal and Veterinary Sciences, University of Adelaide, Adelaide, SA 5005, Australia;
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5
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Perone M. We Still Have a Lot to Learn. Perspect Behav Sci 2023; 46:305-311. [PMID: 37425988 PMCID: PMC10322802 DOI: 10.1007/s40614-023-00383-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/10/2023] [Indexed: 07/11/2023] Open
Abstract
Use of contingent electric skin shock in the treatment of severe problem behavior has been criticized on the grounds that (a) it is not necessary because function-based procedures using positive reinforcement are just as effective; (b) it violates contemporary ethical standards; and (c) it lacks social validity. There are good reasons to challenge these claims. The meaning of "severe problem behavior" is imprecise and we should be cautious in our claims about how to treat it. It is not clear that reinforcement-only procedures are sufficient because they are commonly paired with psychotropic medication, and there is evidence that some instances of severe behavior may be refractory to reinforcement-only procedures. Ethical standards, as expressed by the Behavior Analysis Certification Board and the Association for Behavior Analysis International, do not prohibit punishment procedures. Social validity is a complex concept that can be understood and measured in multiple, potentially conflicting ways. Because we still have a lot to learn about these matters, we should be more skeptical of sweeping claims such as the three enumerated above.
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Affiliation(s)
- Michael Perone
- Department of Psychology, West Virginia University, 53 Campus Drive, Morgantown, WV 26506-6040 USA
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6
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Huntington RN, Badgett NM, Rosenberg NE, Greeny K, Bravo A, Bristol RM, Byun YH, Park MS. Social Validity in Behavioral Research: A Selective Review. Perspect Behav Sci 2023; 46:201-215. [PMID: 37006598 PMCID: PMC10050507 DOI: 10.1007/s40614-022-00364-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/08/2022] [Indexed: 12/29/2022] Open
Abstract
Through the application of behavioral principles, behavior analysts seek to produce socially meaningful behavior change, defined as alterations in behavior that yield important outcomes immediately beneficial for the direct consumers of interventions and key stakeholders. Behavioral practitioners and researchers often engage in assessment and reporting of the meaningfulness of behavior change using social validity assessments. These assessments ensure that target behaviors are appropriately selected, intervention procedures are acceptable, and satisfactory outcomes are produced. The purpose of this review is to identify the current state of social validity within behavioral literature. We reviewed eight peer-reviewed journals between 2010 and 2020. We found that 47% of the intervention studies reviewed included a social validity assessment. Social validity assessment across journals has increased over time, with a significant rise from 2019 to 2020. Implications of these findings and suggestions for future work are discussed.
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Affiliation(s)
- Rachelle N. Huntington
- College of Education, Northern Arizona University, Eastburn Education 207c, 639 Riordan Ranch Street, Flagstaff, AZ 86001 USA
| | - Natalie M. Badgett
- College of Education and Human Services, University of North Florida, Jacksonville, FL USA
| | | | - Kaitlin Greeny
- College of Education, University of Washington, Seattle, WA USA
| | - Alice Bravo
- School of Education, Seattle Pacific University, Seattle, WA USA
| | | | - Young Hee Byun
- School of Education and Human Development, University of Virginia, Charlottesville, VA USA
| | - Madelynn S. Park
- School of Education and Human Development, University of Virginia, Charlottesville, VA USA
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7
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Fahmie TA, Rodriguez NM, Luczynski KC, Rahaman JA, Charles BM, Zangrillo AN. Toward an explicit technology of ecological validity. J Appl Behav Anal 2023; 56:302-322. [PMID: 36717983 DOI: 10.1002/jaba.972] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Accepted: 12/16/2022] [Indexed: 02/01/2023]
Abstract
Ecological validity refers to how closely an experiment aligns with real-world phenomena. In applied behavioral research, ecological validity may guide decisions about experimental settings, stimuli, people, and other design features. However, inconsistent use of the term ecological validity in the published literature has led to a somewhat disjointed technology. The purposes of this paper were to review current uses of the term "ecological validity" in the Journal of Applied Behavior Analysis, propose ways to make a study more ecologically valid, and develop a checklist to assist in identifying the type and degree of ecological validity in any given study.
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Affiliation(s)
- Tara A Fahmie
- Severe Behavior Department, University of Nebraska Medical Center's Munroe-Meyer Institute, Omaha, Nebraska, USA
| | - Nicole M Rodriguez
- Integrated Center for Autism Spectrum Disorders Department, University of Nebraska Medical Center's Munroe-Meyer Institute, Omaha, Nebraska, USA
| | | | - Javid A Rahaman
- Severe Behavior Department, University of Nebraska Medical Center's Munroe-Meyer Institute, Omaha, Nebraska, USA
| | - Brinea M Charles
- Severe Behavior Department, University of Nebraska Medical Center's Munroe-Meyer Institute, Omaha, Nebraska, USA
| | - Amanda N Zangrillo
- Severe Behavior Department, University of Nebraska Medical Center's Munroe-Meyer Institute, Omaha, Nebraska, USA
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8
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Tian J, Zhou Y, Yu S. Evaluation of a Career Resiliency Intervention for Special Education Teachers in China: Effects of Healthy Teachers Program. Psychol Res Behav Manag 2023; 16:1425-1437. [PMID: 37124077 PMCID: PMC10143684 DOI: 10.2147/prbm.s400175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2022] [Accepted: 04/07/2023] [Indexed: 05/02/2023] Open
Abstract
Background/Objective This mixed-methods research aimed to examine the impact of the Healthy Teachers Program (HTP) on special education teacher career resilience. Methods Forty special education teachers recruited from Jilin, China, were randomly assigned to the intervention group (n =20) and the control (n =20) group. Data were collected using self-report questionnaires. The intervention group was taught eight program lessons by a school psychology teacher, which covered topics related to understanding career resilience, supporting self-awareness, changing career goals, and establishing interpersonal relationships. The researchers statistically analyzed the data collected at three-time points with repeated-measures analysis of variance and also conducted the focus group method to collect qualitative data for the social validity of HTP. Results The HTP positively influences the career resilience of special education teachers and has a high degree of social validity in the social significance of the goals and the social importance of the effects but an insufficient degree in the social appropriateness of the procedures. The findings of this study indicate the feasibility and applicability of the HTP to enhance the career resilience of teachers and its limitations in Chinese special school settings. Conclusion The health teachers program can effectively improve the career resilience of special education teachers and has a high degree of social validity.
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Affiliation(s)
- Jinlai Tian
- School of Educational Science, Beihua University, Jilin City, People’s Republic of China
| | - Yun Zhou
- School of Educational Science, Beihua University, Jilin City, People’s Republic of China
- Jilin Agricultural Science and Technology University, Jilin City, People’s Republic of China
| | - Shenggang Yu
- School of Educational Science, Beihua University, Jilin City, People’s Republic of China
- Correspondence: Shenggang Yu, School of Educational Science, Beihua University, Jilin Street 15, Jilin City, Jilin Province, 132013, People’s Republic of China, Tel/Fax +86-432-64602516, Email
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9
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González-García RJ, Martínez-Rico G, Escorcia-Mora C, García-Grau P. A Bibliometric Study on the Social Validity of Telepractice in Autism Spectrum Disorder. Int J Environ Res Public Health 2022; 20:ijerph20010419. [PMID: 36612747 PMCID: PMC9819304 DOI: 10.3390/ijerph20010419] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 12/23/2022] [Accepted: 12/24/2022] [Indexed: 06/01/2023]
Abstract
The field of telepractice is generating increasing interest in recent years. In recent years, early childhood services have used resources such as support for interventions in families with children with autism spectrum disorder. Due to this situation, the social validity of such resources has emerged in this sector, receiving individual attention from academics and practitioners. However, a further deepening of such analyses is needed. Therefore, the main objective of this work is to analyze papers published in the Web of Science on social validity and telepractice in autism spectrum disorders. Bibliometric analysis allows us to discover the current state of a research field, to identify the main authors, articles, and topics, and to propose future lines of research to develop it further. Articles published between 2000 and 2021 were analyzed quantitatively, and by co-occurrence of words and authors. Subsequently, through bibliographic linking, the articles were grouped into different clusters. Five central themes were found, with social skills and the effectiveness of intervention programs being the most developed areas of research. Furthermore, studies focusing on evidence-based practices are necessary for the development of this research field. Thus, the analysis of social validity in the field of telepractice in children with autism spectrum disorders is a developing field within the early childhood sector.
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Affiliation(s)
- Rómulo J. González-García
- Doctoral School, Catholic University of Valencia San Vicente Martyr, 46001 Valencia, Spain
- Campus Capacitas, Catholic University of Valencia San Vicente Martyr, 46001 Valencia, Spain
| | - Gabriel Martínez-Rico
- Campus Capacitas, Catholic University of Valencia San Vicente Martyr, 46001 Valencia, Spain
| | - Claudia Escorcia-Mora
- Campus Capacitas, Catholic University of Valencia San Vicente Martyr, 46001 Valencia, Spain
| | - Pau García-Grau
- Campus Capacitas, Catholic University of Valencia San Vicente Martyr, 46001 Valencia, Spain
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10
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Meadan H, Lee JD, Chung MY. Parent-Implemented Interventions via Telepractice in Autism Research: A Review of Social Validity Assessments. Curr Dev Disord Rep 2022; 9:213-219. [PMID: 36405977 PMCID: PMC9640782 DOI: 10.1007/s40474-022-00259-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/14/2022] [Indexed: 11/09/2022]
Abstract
Purpose of Review Parent-implemented autism interventions are considered empirically validated interventions and the use of telepractice in these interventions is reported as effective. However, little is known about the social validity assessments and outcomes of these interventions. The purpose of this review is to explore the current practices of conducting social validity assessment and reporting its outcomes within parent-implemented telepractice autism interventions. Recent Findings The 11 reviewed studies included caregivers as participants, telepractice intervention focusing on social communication outcomes of young autistic children, and were published in a peer-reviewed journal within the past five years. Summary The researchers in the reviewed articles reported positive outcomes for parent-implemented telepractice autism interventions. Notably, however, information about social validity assessments of the interventions was limited. Researchers are encouraged to evaluate the social validity of interventions using multiple data sources and methods, and report on their findings as they relate to other types of data.
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Affiliation(s)
- Hedda Meadan
- grid.35403.310000 0004 1936 9991Department of Special Education, University of Illinois Urbana-Champaign, 1310 South Sixth Street, Champaign, IL 61820 USA
| | - James D. Lee
- grid.34477.330000000122986657Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA USA
| | - Moon Y. Chung
- grid.419689.b0000 0000 8867 2215Department of Education Studies, Stonehill College, Easton, MA USA
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11
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Driscoll NM, Rothschild AW, Luiselli JK, Goldberg S, Crawley J, Fofanah D, Wangaga J. Brief Report: A Pilot Investigation of Safety Concerns Among Direct Service Providers for Adults with Intellectual and Developmental Disabilities. J Dev Phys Disabil 2022; 35:1-8. [PMID: 36311269 PMCID: PMC9592869 DOI: 10.1007/s10882-022-09880-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/26/2022] [Indexed: 06/16/2023]
Abstract
We designed and distributed a survey that assessed safety concerns experienced by direct service providers (DSPs) (N = 59) of adults with intellectual and developmental disabilities (IDD) in community-based group homes at a single human services organization. Results indicated relatively few safety concerns among the respondents from a list of 25 survey statements. Possible influences on the findings are presented such as safety training of the DSPs, comprehensive safety guidelines in place at the group homes, and conditions occasioned by the COVID-19 pandemic. Current safety research in IDD supports the necessity of assessment to inform prevention and intervention strategies.
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Affiliation(s)
| | | | - James K. Luiselli
- Clinical Development and Research, Melmark New England, Andover, MA United States
| | - Sharon Goldberg
- Community Services, Seven Hills Foundation, Worcester, MA United States
| | - Jillian Crawley
- Community Services, Seven Hills Foundation, Worcester, MA United States
| | - David Fofanah
- Community Services, Seven Hills Foundation, Worcester, MA United States
| | - Joshua Wangaga
- Community Services, Seven Hills Foundation, Worcester, MA United States
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12
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Lambert JM, Sandstrom AL, Hodapp RM, Copeland BA, Paranczak JL, Macdonald MJ, Houchins-Juarez NJ. Revisiting the social validity of services rendered through a university-based practicum addressing challenging behavior. J Appl Behav Anal 2022; 55:1220-1238. [PMID: 35719034 DOI: 10.1002/jaba.939] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2021] [Accepted: 05/31/2022] [Indexed: 11/07/2022]
Abstract
This paper represents the third in a three-part series intended to challenge the social validity of the services provided by a university-based practicum for addressing the challenging behavior of individuals with disabilities. In this paper, we surveyed referring stakeholders (e.g., parents, teachers) of past service recipients to explore the acceptability of the service model's goals, methods, and outcomes. We probed for tensions resultant from the model's threefold mission (service, training, and research) and explored how conflicts between these goals affected the quality of our services. Generally, results were favorable and appeared to support continued model implementation, but not without qualification. Emergent themes, areas for improvement, and future directions for intervention research are all discussed.
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13
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Aydin O, Tanious R. Performance criteria-based effect size (PCES) measurement of single-case experimental designs: A real-world data study. J Appl Behav Anal 2022; 55:891-918. [PMID: 35593661 DOI: 10.1002/jaba.928] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2021] [Accepted: 04/06/2022] [Indexed: 12/20/2022]
Abstract
Visual analysis and nonoverlap-based effect sizes are predominantly used in analyzing single case experimental designs (SCEDs). Although they are popular analytical methods for SCEDs, they have certain limitations. In this study, a new effect size calculation model for SCEDs, named performance criteria-based effect size (PCES), is proposed considering the limitations of 4 nonoverlap-based effect size measures, widely accepted in the literature and that blend well with visual analysis. In the field test of PCES, actual data from published studies were utilized, and the relations between PCES, visual analysis, and the 4 nonoverlap-based methods were examined. In determining the data to be used in the field test, 1,052 tiers (AB phases) were identified from 6 journals. The results revealed a weak or moderate relation between PCES and nonoverlap-based methods due to its focus on performance criteria. Although PCES has some weaknesses, it promises to eliminate the causes that may create issues in nonoverlap-based methods, using quantitative data to determine socially important changes in behavior and to complement visual analysis.
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14
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Bush H, Rapp JT, Nuhu N. A Pilot Study Exploring Social Validity Ratings of Social Profiles for College Students. Dev Neurorehabil 2022; 25:263-273. [PMID: 34866530 DOI: 10.1080/17518423.2021.2011460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Nuhu and Rapp identified three profiles undergraduates displayed during social interactions. We evaluated the social validity of these three profiles in two studies. In Study 1 we presented video exemplars of speakers representing each profile to undergraduate participants and asked them to rate the speaker in respect to various statements. Results showed that one profile was rated significantly different than the other two profiles on all but one statement. In Study 2 we further evaluated the role of eye contact in the profile that participants rated differently in Study 1. Results from Study 2 showed that a speaker engaging in low eye contact was rated lower than a speaker engaging in either a validated or high level of eye contact. Likewise, participants with self-reported high social competency provided more negative ratings of a speaker who displayed low eye contact than participants with self-reported Moderate and Low social competency.
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15
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Leifler E, Coco C, Fridell A, Borg A, Bölte S. Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School-A Qualitative Multi-Perspective Study of Social Validity. Int J Environ Res Public Health 2022; 19:ijerph19031487. [PMID: 35162512 PMCID: PMC8835167 DOI: 10.3390/ijerph19031487] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 01/21/2022] [Accepted: 01/24/2022] [Indexed: 02/04/2023]
Abstract
Including students with neurodevelopmental disabilities (NDDs) in regular classrooms has become a law-enforced common practice in many high- and middle-income countries. Still, without appropriate actions supporting the implementation of inclusive pedagogical practice, students with NDDs remain at increased risk for absenteeism, bullying and underachievement. There is limited knowledge on the feasibility of social skills group training (SSGT) in naturalistic settings. Using a qualitative approach, the objective of this study was to explore the lived experiences of (i) students diagnosed with autism or attention-deficit hyperactivity disorder and those showing subclinical social difficulties receiving either SSGT or active social control activities in a regular senior high school setting, (ii) teachers providing SSGT or the active control activity and (iii) school leaders facilitating the implementation of these actions. Due to the impact of the COVID-19 pandemic, comparison between real life versus digital administration of SSGT was also examined. Within a randomized controlled pilot trial of the school-tailored SSGT SKOLKONTAKT®, the primary perspectives of 20 students, teachers and school leaders on SSGT or the social control activities were explored. All groups perceived SSGT to enhance school attendance and academic achievement of students, as well as teacher inclusion skills and the social school climate. Findings indicate that SSGT is largely feasible and socially valid, and broader implementation of SSGT in school settings appears meaningful.
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Affiliation(s)
- Emma Leifler
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institutet, 113 30 Stockholm, Sweden; (C.C.); (A.F.); (A.B.)
- Stockholm Health Care Services, Region Stockholm, 171 77 Stockholm, Sweden
- Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, 405 30 Gothenburg, Sweden
- Correspondence: (E.L.); (S.B.)
| | - Christina Coco
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institutet, 113 30 Stockholm, Sweden; (C.C.); (A.F.); (A.B.)
- Stockholm Health Care Services, Region Stockholm, 171 77 Stockholm, Sweden
| | - Anna Fridell
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institutet, 113 30 Stockholm, Sweden; (C.C.); (A.F.); (A.B.)
- Stockholm Health Care Services, Region Stockholm, 171 77 Stockholm, Sweden
| | - Anna Borg
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institutet, 113 30 Stockholm, Sweden; (C.C.); (A.F.); (A.B.)
- Stockholm Health Care Services, Region Stockholm, 171 77 Stockholm, Sweden
| | - Sven Bölte
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institutet, 113 30 Stockholm, Sweden; (C.C.); (A.F.); (A.B.)
- Stockholm Health Care Services, Region Stockholm, 171 77 Stockholm, Sweden
- Child and Adolescent Psychiatry, Stockholm Health Services, Region Stockholm, 171 77 Stockholm, Sweden
- Curtin Autism Research Group, Curtin School of Allied Health, Curtin University, Perth, WA 6102, Australia
- Correspondence: (E.L.); (S.B.)
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16
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Normand MP, Donohue HE. Behavior analytic jargon does not seem to influence treatment acceptability ratings. J Appl Behav Anal 2022; 55:1294-1305. [PMID: 36131368 PMCID: PMC9826085 DOI: 10.1002/jaba.953] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Accepted: 07/06/2022] [Indexed: 01/11/2023]
Abstract
Some have argued that behavior analysts have insulated themselves by eschewing the vernacular and adopting idiosyncratic and sometimes counterintuitive technical terms to describe their science and practice. Because of this, behavior analysis plays a minor role in psychology and related fields and effective behavior-change interventions go unused. All told, findings about the effects of behavior-analytic jargon are mixed. Studies that provided technical terms independent of context have produced unfavorable results, whereas studies that have provided context have produced positive or neutral results, overall. This study evaluated the effects of behavioral jargon on the acceptability ratings of several applied behavior analysis interventions described in terms of varying target behaviors, populations, and settings. We presented brief vignettes adapted from published research articles that were described in either jargon or nonjargon versions. There were no appreciable differences in the rated acceptability of interventions described with or without jargon.
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Castro-Hostetler M, Greenwald AE, Lewon M. Increasing Access and Quality of Behavior-Analytic Services for the Latinx Population. Behav Soc Issues 2021; 30:13-38. [PMID: 38624718 PMCID: PMC8437337 DOI: 10.1007/s42822-021-00064-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/10/2021] [Indexed: 11/13/2022]
Abstract
Latinxs are the largest minority group in the United States, making up approximately 18% of the total population. Although there is a critical need for the behavioral health care system, including behavior analysts, to provide services to support the needs of the Latinx community, access to quality behavioral and mental health services continues to be lacking for the Black, Indigenous, and people of color populations. This article highlights some of the cultural and language factors that should be considered by behavior-analytic providers who have a shared responsibility to make culturally and linguistically appropriate services available to this population. Additionally, recommendations for systemic action across service providers, professional organizations, behavior-analytic training programs, and researchers are suggested to address these barriers. Recommendations for bringing about this systemic change are suggested across three domains: (a) increasing diversity in the behavior-analytic workforce, (b) enhancing training in cultural- and language-related issues, and (c) conducting research on cultural and language adaptations to behavior-analytic evidence-based treatments.
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Affiliation(s)
- Mariela Castro-Hostetler
- Department of Psychology, University of Nevada, MS 296, 1664 North Virginia Street, Reno, NV 89557 USA
| | | | - Matthew Lewon
- Department of Psychology, University of Nevada, MS 296, 1664 North Virginia Street, Reno, NV 89557 USA
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Friman PC. Dissemination of Direct Instruction: Ponder These while Pursuing That. Perspect Behav Sci 2021; 44:307-316. [PMID: 34368621 PMCID: PMC8328124 DOI: 10.1007/s40614-021-00285-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/25/2021] [Indexed: 11/29/2022] Open
Abstract
We happy few but why so few is a question initially posed by Skinner and subsequently posed by many members of the behavior-analytic community, and advocates for Direct Instruction (DI) are no exception. On the contrary, the limited extent to which DI has been adopted by the educational community is an abiding source of frustration for DI devotees. This article contains little information about DI, which parallels the amount its author has to share. Instead the article focuses on five concepts, attention to which could improve disseminative efforts for behavior analysis in general and DI in particular. The five concepts are social validity, marketing, being behavior analytic, the behavioral dynamics of training, and politics. Failure to address any or all of these could supply at least a partial answer to the question posed by Skinner and subsequently by like-minded behavior analysts and DI advocates.
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Affiliation(s)
- Patrick C. Friman
- Center for Behavioral Health, Boys Town and the University of Nebraska School of Medicine, 13460 Walsh Drive, Boys Town, NE 68010 USA
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Bornman J, Louw B. A model for cross-cultural translation and adaptation of speech-language pathology assessment measures: Application to the Focus on the Outcomes of Communication Under Six (FOCUS ©). Int J Speech Lang Pathol 2021; 23:382-393. [PMID: 33501853 DOI: 10.1080/17549507.2020.1831065] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PURPOSE In the absence of a gold standard, this study illustrates the process involved in the cross-cultural translation and adaptation of the FOCUS© and its shortened version, FOCUS-34© (the Parent Form and Instruction Sheet, as well as the Clinician Form and Instruction Sheet), while also determining the social validity and clinical applicability of the translated measure. The target language used as example was Afrikaans, one of the 11 official languages of South Africa. METHOD A two-phase cross-cultural translation model was employed in which Phase 1 (comprising a six-step blind back-translation procedure) was sequentially followed by Phase 2 (social validation and clinical applicability of the measure, using focus groups with stakeholders). RESULT The extensive process followed in Phase 1 resulted in a clear and appropriate translation acceptable to both stakeholder groups (parents and speech-language pathologists). Both groups questioned the meaning of certain concepts, explored cultural differences and requested the extension of some items. Parents also shared their emotional reactions towards assessment, while therapists focussed on editorial changes to the measures. CONCLUSION A framework is proposed for cross-cultural translation and adaptation of assessment measures with suitability in the speech-language pathology discipline.
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Affiliation(s)
- Juan Bornman
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Brenda Louw
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
- Department Audiology and Speech-Language Pathology, College of Clinical and Rehabilitative Health Sciences, East Tennessee State University, Johnson City, TN, USA
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Biggs EE, Hacker R. Engaging stakeholders to improve social validity: intervention priorities for students with complex communication needs. Augment Altern Commun 2021; 37:25-38. [PMID: 33595369 DOI: 10.1080/07434618.2021.1881824] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Abstract
Many factors impact intervention implementation in everyday practice, including the social validity of these interventions. As a way of addressing social validity, this study aimed to understand the perspectives of multiple stakeholders of school-aged children and adolescents who use aided and unaided augmentative and alternative communication (AAC) on their key intervention priorities for these children. Semi-structured interviews were conducted with 19 parents and professionals, which included special education teachers, paraprofessionals, and speech-language pathologists (SLPs). Qualitative content analysis focused on (a) identifying a framework of intervention priorities for children with complex communication needs and (b) understanding stakeholders' underlying values and attitudes that influenced perceptions about these priorities. Participants shared many intervention priorities and several core values. These intervention priorities included approaches focused on improving children's intrinsic abilities (i.e., skills-focused) and on improving children's extrinsic supports and opportunities (i.e., environment-focused). However, participants often portrayed diverging attitudes about different aspects of intervention, particularly self-efficacy (e.g., persistence in the face of challenges; confidence about inclusive education) and perceptions of students (e.g., keeping high expectations). These findings have important implications for practice and future research related to how attention to social validity can help bridge the research-to-practice gap.
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Affiliation(s)
- Elizabeth E Biggs
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA
| | - Rebecca Hacker
- Special Education, University of Illinois at Urbana-Champaign, Urbana, IL, USA
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Stedman-Falls LM, Dallery J. Technology-based versus in-person deposit contract treatments for promoting physical activity. J Appl Behav Anal 2020; 53:1904-1921. [PMID: 32939749 DOI: 10.1002/jaba.776] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2020] [Revised: 08/30/2020] [Accepted: 08/30/2020] [Indexed: 11/10/2022]
Abstract
Deposit contracts involve participants depositing their own money and earning it back contingent on behavior change. Deposit contracts are empirically supported treatments for promoting health behavior, but they have a history of poor uptake. We compared the effectiveness and acceptability of technology-based versus in-person deposit contracts for promoting physical activity with 12 individuals. Participants' daily step counts were monitored using Fitbits across 6 weeks, and treatment preferences were assessed at the end of the study. The 2 types of treatments were equally effective in increasing physical activity, but the technology-based deposit contracts were preferred by most participants. Most participants also reported that their preference was related to convenience. Technology-based implementation may be one way to improve deposit contract uptake, while maintaining similar effectiveness compared to in-person procedures.
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Rubio EK, Volkert VM, Farling H, Sharp WG. Evaluation of a finger prompt variation in the treatment of pediatric feeding disorders. J Appl Behav Anal 2019; 53:956-972. [PMID: 31652006 DOI: 10.1002/jaba.658] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2018] [Accepted: 07/25/2019] [Indexed: 11/08/2022]
Abstract
Children with feeding disorders often engage in refusal behavior to escape or avoid eating. Escape extinction combined with reinforcement is a well-established intervention to treat food refusal. Physical guidance procedures (e.g., jaw prompt, finger prompt) have been shown to increase food acceptance and decrease inappropriate mealtime behavior when more commonly employed escape extinction (e.g., nonremoval of the spoon) procedures are ineffective. The finger prompt, however, has not been extensively evaluated as a treatment adjunct to target food refusal, thus necessitating further examination. The purpose of this prospective study was to assess a variation of a finger prompt procedure to treat food refusal and to assess caregivers' acceptability of the procedure. Three children age 1 to 4 years admitted to an intensive feeding disorders program and their caregivers participated. The finger prompt was effective in increasing bite acceptance across all participants and decreasing or maintaining low levels of inappropriate behavior for 2 participants. The procedure was also acceptable to all caregivers.
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Affiliation(s)
| | - Valerie M Volkert
- Children's Multidisciplinary Feeding Program and Emory School of Medicine
| | | | - William G Sharp
- Children's Multidisciplinary Feeding Program and Emory School of Medicine
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Sulek R, Trembath D, Paynter J, Keen D. Empirically Supported Treatments for Students with Autism: General Education Teacher Knowledge, Use, and Social Validity Ratings. Dev Neurorehabil 2019; 22:380-389. [PMID: 30307352 DOI: 10.1080/17518423.2018.1526224] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Objective: To examine teachers' knowledge and use of empirically supported treatments (ESTs) for children with autism spectrum disorder (ASD), and the extent to which they deem them socially valid in general education settings. Method: Totally, 155 general education teachers completed an online survey examining knowledge, use, and perceived social validity of ESTs targeting school readiness skills. Sources of information accessed and the relationship of knowledge, use, and social validity with demographic variables were investigated. Results: Teachers reported knowledge of, and were using, all ESTs. ESTs were used more frequently than non-ESTs. Knowledge, use, and social validity of ESTs were strongly associated. Teachers reported accessing a range of sources of information, with varying degrees of trust placed in these sources. Conclusion: Teachers' knowledge of available ESTs for children with ASD is linked to their use. Increasing awareness of social validity of ESTs, and how they can be successfully translated into classroom settings will influence uptake.
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Affiliation(s)
- Rhylee Sulek
- a Menzies Health Institute Queensland , Griffith University , Brisbane , Australia
| | - David Trembath
- a Menzies Health Institute Queensland , Griffith University , Brisbane , Australia
| | - Jessica Paynter
- a Menzies Health Institute Queensland , Griffith University , Brisbane , Australia
| | - Deb Keen
- b Autism Centre of Excellence , Griffith University , Brisbane , Australia
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Sankey C, Girard S, Cappe E. Evaluation of the social validity and implementation process of a psychoeducational program for parents of a child with Autism Spectrum Disorder. Int J Dev Disabil 2019; 67:101-111. [PMID: 34141403 PMCID: PMC8115530 DOI: 10.1080/20473869.2019.1598721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2018] [Revised: 02/08/2019] [Accepted: 03/20/2019] [Indexed: 06/12/2023]
Abstract
The aim of this study was to assess the social validity and document the implementation of a psychoeducational program designed to support parents after their child's diagnosis, from both parents' and professionals' perspectives. A complete version (five workshops and five individual follow-ups) and a shortened version (five workshops only) of the program were evaluated. Parents filled in satisfaction questionnaires after every workshop and at the end of the program. Professionals who facilitated the program filled in a specially designed questionnaire to rate the quality of the program and of its implementation, the fidelity of implementation and the parents' responsiveness. In addition, video recordings of the workshops allowed an objective assessment of the fidelity of implementation. Attendance rates were high; parents were satisfied and felt they had made progress. Professionals evaluated positively the quality of the program and of its implementation, and felt parents were responsive. However, minor adaptations had to be made. The program has good social validity, which allowed easy and satisfying implementation, but it does require some flexibility. Overall, this study provides useful insight on the implementation process that may help clinical services to use this evidence-based program effectively.
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Affiliation(s)
- Carol Sankey
- Université Paris Descartes, Sorbonne Paris Cité, Institut de Psychologie, Laboratoire de Psychopathologie et Processus de Santé (EA 4057), Boulogne-Billancourt, France
| | - Sophie Girard
- Université Paris Descartes, Sorbonne Paris Cité, Institut de Psychologie, Laboratoire de Psychopathologie et Processus de Santé (EA 4057), Boulogne-Billancourt, France
| | - Emilie Cappe
- Université Paris Descartes, Sorbonne Paris Cité, Institut de Psychologie, Laboratoire de Psychopathologie et Processus de Santé (EA 4057), Boulogne-Billancourt, France
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25
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Quintero LM, Moore JW, Yeager MG, Rowsey K, Olmi DJ, Britton-Slater J, Harper ML, Zezenski LE. Reducing risk of head injury in youth soccer: An extension of behavioral skills training for heading. J Appl Behav Anal 2019; 53:237-248. [PMID: 30924148 DOI: 10.1002/jaba.557] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2018] [Accepted: 02/11/2019] [Indexed: 11/09/2022]
Abstract
Recently, concerns regarding sport-related concussions have increased within the research literature, the media, and popular culture. One potential source of soccer-related concussions involves the purposeful striking of the ball with one's head (i.e., heading). There is currently limited research on an effective teaching method to improve safe heading technique. In the current study, Behavior Skills Training (BST) was evaluated as a method to teach correct heading techniques to youth soccer players. BST increased the percentage of correct steps for each player based on a task analysis of heading. Based on social validity questionnaires administered to players and the coach, BST was rated as an acceptable form of training. After the final training session, experienced coaches rated each player as having improved from baseline to training.
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Hendriks S, van Wely M, D'Hooghe TM, Meissner A, Mol F, Peeraer K, Repping S, Dancet EAF. The relative importance of genetic parenthood. Reprod Biomed Online 2019; 39:103-110. [PMID: 31006544 DOI: 10.1016/j.rbmo.2019.02.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2018] [Revised: 02/22/2019] [Accepted: 02/26/2019] [Indexed: 11/24/2022]
Abstract
RESEARCH QUESTION How much do patients with severe infertility and their gynaecologists value genetic parenthood relative to other key treatment characteristics? DESIGN A discrete choice experiment included the following treatment characteristics: genetic parenthood, pregnancy rate, curing infertility, maternal health, child health and costs. The questionnaire was disseminated between 2015 and 2016 among Dutch and Belgian patients with severe infertility and their gynaecologists. RESULTS The questionnaire was completed by 173 patients and 111 gynaecologists. When choosing between treatments that varied in safety, effectiveness and costs, the treatment's ability to lead to genetic parenthood did not affect the treatment preference of patients with severe infertility (n = 173). Genetic parenthood affected the treatment preference of gynaecologists (n = 111) less than all other treatment characteristics. Patients indicated that they would switch to a treatment that did not enable genetic parenthood in return for a child health risk reduction of 3.6%, a cost reduction of €3500, an ovarian hyperstimulation risk reduction of 4.6%, a maternal cancer risk reduction of 2.7% or a pregnancy rate increase of 18%. Gynaecologists made similar trade-offs. CONCLUSIONS While awaiting replication of this study in larger populations, these findings challenge the presumed dominant importance of genetic parenthood. This raises questions about whether donor gametes could be presented as a worthy alternative earlier in treatment trajectories and whether investments in novel treatments enabling genetic parenthood, like in-vitro gametogenesis, are proportional to their future clinical effect.
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Affiliation(s)
- Saskia Hendriks
- Center for Reproductive Medicine, Department of Obstetrics and Gynecology, Amsterdam University Medical Center, University of Amsterdam Amsterdam, The Netherlands; Department of Bioethics, Clinical Center, National Institutes of Health, Bethesda MD, USA
| | - Madelon van Wely
- Center for Reproductive Medicine, Department of Obstetrics and Gynecology, Amsterdam University Medical Center, University of Amsterdam Amsterdam, The Netherlands
| | - Thomas M D'Hooghe
- Department of Development and Regeneration, KU Leuven-University of Leuven, Leuven, Belgium
| | - Andreas Meissner
- Center for Reproductive Medicine, Department of Obstetrics and Gynecology, Amsterdam University Medical Center, University of Amsterdam Amsterdam, The Netherlands
| | - Femke Mol
- Center for Reproductive Medicine, Department of Obstetrics and Gynecology, Amsterdam University Medical Center, University of Amsterdam Amsterdam, The Netherlands
| | - Karen Peeraer
- Leuven University Fertility Clinic, Department of Development and Regeneration, KU Leuven-University of Leuven, Leuven, Belgium
| | - Sjoerd Repping
- Center for Reproductive Medicine, Department of Obstetrics and Gynecology, Amsterdam University Medical Center, University of Amsterdam Amsterdam, The Netherlands.
| | - Eline A F Dancet
- Center for Reproductive Medicine, Department of Obstetrics and Gynecology, Amsterdam University Medical Center, University of Amsterdam Amsterdam, The Netherlands; Department of Development and Regeneration, KU Leuven-University of Leuven, Leuven, Belgium
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Abstract
The components of discrete-trial teaching (DTT) may be individualized to each learner during instruction (e.g., the type of prompts used). However, there is limited research on the relative efficiency and effectiveness of these different prompt types. In addition, the learner's preference for how they are taught is not always considered. The present study compared relative effectiveness of three prompt types (i.e., a gesture, modeling, physical guidance) to a no-prompt control condition during a receptive identification task with three boys with autism. One participant met the mastery criterion first in the model prompt condition, and two participants in the physical prompt condition. All participants selected the physical prompt during a concurrent-chains preference assessment. In addition, all participants completed a chained task using the most effective prompt type.
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Abstract
The present study evaluates the treatment acceptability and preference for behavioral interventions for feeding problems with parents of children with Autism Spectrum Disorder and other developmental disabilities. The impact of behavioral severity on acceptability and preference was also evaluated by comparing results of parents who responded with respect to a vignette of a child with food refusal with those who responded to a vignette of a child with food selectivity. Overall, parents rated differential reinforcement of alternative behavior as the most preferred and most acceptable strategy across both food selectivity and food refusal groups. Escape extinction was the least acceptable and least preferred across both groups, and the severity of the behavior had no impact on acceptability or preference scores. Implications for future research on the social validity of feeding interventions are provided.
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Schäfer MCM, Sutherland D, McLay L, Achmadi D, van der Meer L, Sigafoos J, Lancioni GE, O'Reilly MF, Schlosser RW, Marschik PB. Research note: attitudes of teachers and undergraduate students regarding three augmentative and alternative communication modalities. Augment Altern Commun 2016; 32:312-319. [PMID: 27776421 DOI: 10.1080/07434618.2016.1244561] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
The social validity of different communication modalities is a potentially important variable to consider when designing augmentative and alternative communication (AAC) interventions. To assess the social validity of three AAC modes (i.e., manual signing, picture exchange, and an iPad®-based speech-generating device), we asked 59 undergraduate students (pre-service teachers) and 43 teachers to watch a video explaining each mode. They were then asked to nominate the mode they perceived to be easiest to learn as well as the most intelligible, effective, and preferred. Participants were also asked to list the main reasons for their nominations and report on their experience with each modality. Most participants (68-86%) nominated the iPad-based speech-generating device (SGD) as easiest to learn, as well as the most intelligible, effective, and preferred. This device was perceived to be easy to understand and use and to have familiar and socially acceptable technology. Results suggest that iPad-based SGDs were perceived as more socially valid among this sample of teachers and undergraduate students. Information of this type may have some relevance to designing AAC supports for people who use AAC and their current and future potential communication partners.
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Affiliation(s)
- Martina Christina Marion Schäfer
- a New Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury , Christchurch , New Zealand
| | - Dean Sutherland
- a New Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury , Christchurch , New Zealand
| | - Laurie McLay
- a New Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury , Christchurch , New Zealand
| | - Donna Achmadi
- b School of Education, Victoria University of Wellington , Wellington , New Zealand
| | - Larah van der Meer
- b School of Education, Victoria University of Wellington , Wellington , New Zealand
| | - Jeff Sigafoos
- b School of Education, Victoria University of Wellington , Wellington , New Zealand
| | - Giulio E Lancioni
- c Department of Neuroscience and Sense Organs , University of Bari , Bari , Italy
| | - Mark F O'Reilly
- d Meadows Center for Preventing Educational Risk, The University of Texas at Austin , Austin , TX , USA
| | - Ralf W Schlosser
- e Department of Speech-Language Pathology and Audiology , Northeastern University and Boston Children's Hospital , Boston , MA , USA
| | - Peter B Marschik
- f Institute of Physiology, Research Unit iDN-interdisciplinary Developmental Neuroscience, Center for Physiological Medicine, Medical University of Graz, Graz, Austria and Center of Neurodevelopmental Disorders (KIND), Department of Women's and Children's Health, Karolinska Institutet , Stockholm , Sweden
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Kodak T, Campbell V, Bergmann S, LeBlanc B, Kurtz-Nelson E, Cariveau T, Haq S, Zemantic P, Mahon J. Examination of efficacious, efficient, and socially valid error-correction procedures to teach sight words and prepositions to children with autism spectrum disorder. J Appl Behav Anal 2016; 49:532-47. [PMID: 27150389 DOI: 10.1002/jaba.310] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2015] [Accepted: 12/08/2015] [Indexed: 11/07/2022]
Abstract
Prior research shows that learners have idiosyncratic responses to error-correction procedures during instruction. Thus, assessments that identify error-correction strategies to include in instruction can aid practitioners in selecting individualized, efficacious, and efficient interventions. The current investigation conducted an assessment to compare 5 error-correction procedures that have been evaluated in the extant literature and are common in instructional practice for children with autism spectrum disorder (ASD). Results showed that the assessment identified efficacious and efficient error-correction procedures for all participants, and 1 procedure was efficient for 4 of the 5 participants. To examine the social validity of error-correction procedures, participants selected among efficacious and efficient interventions in a concurrent-chains assessment. We discuss the results in relation to prior research on error-correction procedures and current instructional practices for learners with ASD.
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Gabor AM, Fritz JN, Roath CT, Rothe BR, Gourley DA. Caregiver preference for reinforcement-based interventions for problem behavior maintained by positive reinforcement. J Appl Behav Anal 2016; 49:215-27. [PMID: 26792408 DOI: 10.1002/jaba.286] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2013] [Accepted: 09/15/2015] [Indexed: 11/09/2022]
Abstract
Social validity of behavioral interventions typically is assessed with indirect methods or by determining preferences of the individuals who receive treatment, and direct observation of caregiver preference rarely is described. In this study, preferences of 5 caregivers were determined via a concurrent-chains procedure. Caregivers were neurotypical, and children had been diagnosed with developmental disabilities and engaged in problem behavior maintained by positive reinforcement. Caregivers were taught to implement noncontingent reinforcement (NCR), differential reinforcement of alternative behavior (DRA), and differential reinforcement of other behavior (DRO), and the caregivers selected interventions to implement during sessions with the child after they had demonstrated proficiency in implementing the interventions. Three caregivers preferred DRA, 1 caregiver preferred differential reinforcement procedures, and 1 caregiver did not exhibit a preference. Direct observation of implementation in concurrent-chains procedures may allow the identification of interventions that are implemented with sufficient integrity and preferred by caregivers.
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Burgess A, Roberts C, Clark T, Mossman K. The social validity of a national assessment centre for selection into general practice training. BMC Med Educ 2014; 14:261. [PMID: 25528651 PMCID: PMC4322553 DOI: 10.1186/s12909-014-0261-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2014] [Accepted: 12/02/2014] [Indexed: 05/21/2023]
Abstract
BACKGROUND Internationally, recruiting the best candidates is central to the success of postgraduate training programs and the quality of the medical workforce. So far there has been little theoretically informed research considering selection systems from the perspective of the candidates. We explored candidates' perception of the fairness of a National Assessment Centre (NAC) approach for selection into Australian general practice training, where candidates were assessed by a Multiple Mini Interview (MMI) and a written Situational Judgment Test (SJT), for suitability to undertake general practice (GP) training. METHODS In 2013, 1,930 medical practitioners, who were eligible to work in Australia attended one of 14 NACs in each of 5 states and 2 territories. A survey was distributed to each candidate at the conclusion of their assessment, which included open-ended questions aimed at eliciting candidates' perceived benefits and challenges of the selection process. A framework analysis was informed by the theoretical lens of Social Validity Theory. RESULTS Qualitative data was available from 46% (n = 886/1,930) of candidates, who found the NAC experience fair and informative for their training and career goals, but wanted to be provided with more information in preparation. Candidates valued being able to communicate their skills during the MMI, but found some difficulty in interpreting the questions. A significant minority had concerns that a lack of relevant GP experience may inhibit their performance. Candidates also expressed concerns about the time limits within the written paper, particularly if English was not their first language. They also expressed a desire for formative feedback during the interview process. CONCLUSION During any job selection process, not only is the organisation assessing the candidates, but the candidates are also assessing the organisation. However, a focus on the candidate experience throughout an organisation's selection process may provide benefits to both candidates and the organisation, regardless of whether or not candidates secured the job. Social Validity Theory is a useful addition to the methods for demonstrating the reasonableness of any selection system.
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Affiliation(s)
- Annette Burgess
- Sydney Medical School-Central, The University of Sydney, Building 63, level 4, Royal Prince Alfred Hospital, Missenden Road, Camperdown, NSW 2050, New South Wales, Australia.
| | - Chris Roberts
- Sydney Medical School-Northern, The University of Sydney, New South Wales, Australia.
| | - Tyler Clark
- Sydney Medical School, Office of Medical Education, The University of Sydney, New South Wales, Australia.
| | - Karyn Mossman
- Sydney Medical School-Northern, The University of Sydney, New South Wales, Australia.
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Raiff BR, Jarvis BP, Turturici M, Dallery J. Acceptability of an Internet-based contingency management intervention for smoking cessation: views of smokers, nonsmokers, and healthcare professionals. Exp Clin Psychopharmacol 2013; 21:204-13. [PMID: 23750691 PMCID: PMC4000566 DOI: 10.1037/a0032451] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The acceptability of an Internet-based contingency management (CM) intervention for cigarette smoking was evaluated in two experiments. In Experiment 1, 67 participants (46% female) completed an Internet-based CM intervention and then answered questions about the intervention. Experiment 2 assessed the acceptability of the intervention among potential treatment users who had never used the intervention, (smokers, n = 164, 52% female), nonsmokers (n = 166, 73% female), and health-care providers (n = 139, 63% female). Participants in Experiment 2 were randomly assigned to either watch a video describing the standard CM intervention (no-deposit group) or to watch a video about the standard intervention plus a deposit incentive (deposit group). Overall, results of both experiments indicated high acceptability across all dimensions of the intervention. In Experiment 1, 74% (n = 26 of participants in the treatment group) of participants said they would use it if they needed to quit, as well as 92% (n = 150 among smokers) of those in Experiment 2. Of the health-care providers, 81% (n = 113) reported that they would be very likely to recommend the intervention to patients. Participants in both experiments reported that monitoring their progress and earning vouchers were strengths of the intervention. The no-deposit group rated voucher earnings, cash earnings, and cost-effectiveness of the intervention higher than the deposit group. Health-care professionals did not differ in their ratings across video conditions. Overall, the results suggest that Internet-based CM is acceptable as a method to help people quit smoking.
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Affiliation(s)
| | | | | | - Jesse Dallery
- University of Florida,National Development and Research Institutes, Inc
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Hanley GP. Toward effective and preferred programming: a case for the objective measurement of social validity with recipients of behavior-change programs. Behav Anal Pract 2012; 3:13-21. [PMID: 22479668 DOI: 10.1007/bf03391754] [Citation(s) in RCA: 89] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
The adoption of effective behavioral interventions and teaching strategies for young children is largely influenced by the extent to which stakeholders find the procedures appropriate and the effects important. Stakeholder values have been described by measures of social validity in applied behavior analysis, and these measures have been a part of behavior-analytic research and practice since their important characteristics were described in the late 1970s. The typically subjective nature of the social validation process appears, however, to have marginalized children and other usual recipients of behavior-change procedures (i.e., individuals with autism or intellectual disabilities) from social validation processes. Therefore, the importance of including recipients of behavior-change procedures in the social validation process and methods for doing so are described in this paper.
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Langthorne P, McGill P. Assessing the social acceptability of the functional analysis of problem behavior. J Appl Behav Anal 2011; 44:403-7. [PMID: 21709801 DOI: 10.1901/jaba.2011.44-403] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2009] [Accepted: 07/15/2010] [Indexed: 11/22/2022]
Abstract
Although the clinical utility of the functional analysis is well established, its social acceptability has received minimal attention. The current study assessed the social acceptability of functional analysis procedures among 10 parents and 3 teachers of children who had recently received functional analyses. Participants completed a 9-item questionnaire, and results suggested that functional analysis procedures were socially acceptable.
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Fogel VA, Miltenberger RG, Graves R, Koehler S. The effects of exergaming on physical activity among inactive children in a physical education classroom. J Appl Behav Anal 2011; 43:591-600. [PMID: 21541146 DOI: 10.1901/jaba.2010.43-591] [Citation(s) in RCA: 80] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2009] [Accepted: 11/29/2009] [Indexed: 11/22/2022]
Abstract
Childhood obesity, which is due in part to lack of physical activity, is a serious concern that requires the attention of the behavioral community. Although excessive video game play has been noted in the literature as a contributor to childhood obesity, newer video gaming technology, called exergaming, has been designed to capitalize on the reinforcing effects of video games to increase physical activity in children. This study evaluated the effects of exergaming on physical activity among 4 inactive children in a physical education (PE) classroom. Results showed that exergaming produced substantially more minutes of physical activity and more minutes of opportunity to engage in physical activity than did the standard PE program. In addition, exergaming was socially acceptable to both the students and the PE teacher. Exergaming appears to hold promise as a method for increasing physical activity among inactive children and might be a possible intervention for childhood obesity.
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