The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
J Autism Dev Disord. 2019 Nov;49(11):4585-4594. doi: 10.1007/s10803-019-04190-y.
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.
自闭症干预文献主要集中在循证实践的概念上,而较少考虑干预措施在实践中的可接受性、可行性和与背景的一致性。对 130 名特殊教育者进行了调查,以量化循证实践的这种“社会有效性”,并分析其与知识水平和使用频率的关系。结果表明,知识、使用和社会有效性是紧密相连的,而模型、强化、提示和视觉支持的排名最高。回归分析表明,更多的知识、更高的感知社会有效性以及包括更多自闭症学生的病例预测了更频繁地使用一种实践。研究结果支持了社会有效性在教师实施中所起的重要作用,对研究和实践都具有重要意义。