Considering Social Validity in Special Education Research

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Melinda R. Snodgrass, Bryan G. Cook, Lysandra Cook
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引用次数: 0

Abstract

This article is part of a special LDRP research-to-practice series introducing key concepts to enable special education practitioners and other nonresearchers to be more informed research consumers. In the article, we explore how social validity is assessed in special education research and how to interpret social validity assessments. Rather than focusing on measuring intervention effects, social validity involves assessing the social importance of the goals, procedures, and outcomes of interventions and programs. We define social validity, provide questions to consider when examining assessments of social validity in research papers, review approaches commonly used to assess social validity with examples from the research literature, and make recommendations for reconciling findings of positive intervention effects on targeted outcomes but absent or negative findings related to social validity in a study. Our take-home message is that considering social validity assessments helps research consumers interpret study findings and informs how to apply findings in practice.

特殊教育研究中的社会有效性思考
本文是LDRP研究实践系列的一部分,介绍了关键概念,使特殊教育从业者和其他非学习者成为更知情的研究消费者。在这篇文章中,我们探讨了在特殊教育研究中如何评估社会有效性,以及如何解释社会有效性评估。社会有效性不是侧重于衡量干预效果,而是评估干预和计划的目标、程序和结果的社会重要性。我们定义了社会有效性,在审查研究论文中的社会有效性评估时提供了需要考虑的问题,用研究文献中的例子回顾了通常用于评估社会有效性的方法,并提出建议,以调和研究中对目标结果的积极干预效果,但与社会有效性相关的缺失或负面结果。我们要传达的信息是,考虑社会有效性评估有助于研究消费者解释研究结果,并告知如何在实践中应用研究结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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