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

Autor/inn/en	Larson, Anne L.; An, Zhe Gigi; Wood, Carla; Uchikoshi, Yuuko; Cycyk, Lauren M.; Scheffner Hammer, Carol; Escobar, Kelly; Roberts, Kate
Titel	Social Validity in Early Language Interventions for Dual Language Learners: A Systematic Review of the Literature
Quelle	In: Topics in Early Childhood Special Education, 40 (2020) 1, S.39-51 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Larson, Anne L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419901289
Schlagwörter	Intervention; Validity; Cultural Differences; Bilingualism; Second Language Learning; Research Reports; Preschool Children; Measures (Individuals); Test Construction; Search Strategies; English (Second Language); Measurement; Selection Criteria; Bilingual Education; Second Language Instruction; Literacy; Acculturation + Suchen Sie Ihr Suchwort? Gültigkeit; Kultureller Unterschied; Bilingualismus; Zweitsprachenerwerb; Research report; Forschungsbericht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Testaufbau; Suchstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Messverfahren; Selection criterion; Auslesekriterium; Bilingual teaching; Bilingualer Unterricht; Fremdsprachenunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Akkulturation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01