Social Validity and Teachers' Use of Evidence-Based Practices for Autism

Autor/in	McNeill, Jordan
Titel	Social Validity and Teachers' Use of Evidence-Based Practices for Autism
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 11, S.4585-4594 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McNeill, Jordan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04190-y
Schlagwörter	Autism; Intervention; Evidence Based Practice; Special Education; Validity; Program Implementation; Special Education Teachers + Suchen Sie Ihr Suchwort? Autismus; Special needs education; Sonderpädagogik; Sonderschulwesen; Gültigkeit; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende
Abstract	The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this "social validity" of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers' implementation, with implications for both research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01