An Examination of Social Validity within Single-Case Research with Students with Emotional and Behavioral Disorders

Autor/inn/en	Spear, Caitlin F.; Strickland-Cohen, M. Kathleen; Romer, Natalie; Albin, Richard W.
Titel	An Examination of Social Validity within Single-Case Research with Students with Emotional and Behavioral Disorders
Quelle	In: Remedial and Special Education, 34 (2013) 6, S.357-370 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932513490809
Schlagwörter	Emotional Disturbances; Behavior Disorders; Peer Acceptance; Researchers; Research Design; Elementary School Students; Secondary School Students; Evidence; Literature Reviews; At Risk Students; Predictor Variables; Interrater Reliability; Special Education + Suchen Sie Ihr Suchwort? Gefühlsstörung; Researcher; Forscher; Forschungsdesign; Sekundarschüler; Evidenz; Prädiktor; Interrater-Reliabilität; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	In this article, we reviewed social validity in single-case research studies that focused on interventions for students who have either been identified as having, or as at-risk for emotional and behavioral disorders. This review focused on studies from four peer-reviewed journals known to publish single-case research with this population: the "Journal of Applied Behavior Analysis," "Journal of Emotional and Behavioral Disorders," "Journal of Positive Behavior Interventions," and "Behavioral Disorders." We reviewed 22 studies published from January 2008 to November 2011 that met inclusion criteria. The purposes of this review were (a) to evaluate how researchers are addressing social validity as defined by Horner and colleagues (2005) and (b) to explore how single-case researchers are measuring social validity. Overall, results indicated that the research studies included in this review addressed socially important questions within typical contexts, but that most did not address social validity explicitly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10