A Descriptive Assessment of Social Validity Source, Timing, and Direct Consumer Inclusion in Behavior Analytic Research.

Applied behavior analysis (ABA) is the application of behavioral principles to affect socially important behavior change with social importance, or social validity, being defined by the consumers of the intervention. (Schwartz & Baer, Journal of Applied Behavior Analysis 24, 189-204, 1991) provided several suggestions to improve the implementation of the social validity assessment including engaging in ongoing assessment, increasing the type and psychometric rigor of social validity measures, and extending participation in the social validity assessment to include direct and indirect consumers. The purpose of this article is to explore the current implementation of social validity assessments used in behavioral research. This article also explores key demographics among consumers with disabilities and/or mental health disorders who are included and excluded from social validity assessments. The most common social validity assessment source was author-created and implemented at a single time point. In addition, consumers with disabilities were often excluded from the social validity assessments. The implications of the social validity assessment implementation and consumer exclusion are discussed.

How Can Qualitative Methods Be Applied to Behavior Analytic Research: A Discussion and Suggestions for Implementation.

Behavior analysts in research and clinical practice are interested in an ever-expanding array of topics. They are compelled to explore the social validity of the interventions they propose and the findings they generate. As the field moves in these important directions, qualitative methods are becoming increasingly relevant. Representing a departure from small-n design favored by behavior analysts, qualitative approaches provide analysts a unique set of tools to answer questions that prioritize voice, experience, and understandings in context. Despite recognition of the value of qualitative approaches in other disciplines, application of qualitative methods in behavior analysis remains limited. One likely explanation is that behavior analysts are not yet fluent in applying qualitative approaches within their clinical and research investigations. To address this issue, exploration of qualitative research approaches in behavior analytic literature is needed, alongside practical advice for analysts who are interested in using qualitative methods. This article briefly outlines qualitative literature which pertains to behavior analysts wanting to incorporate qualitative methods into their inquiries. Attention is primarily drawn to the need for coherence in designing and implementing a robust qualitative study that aligns with the behavior analyst's aims and perspective on knowing. A set of guiding questions are provided to orient behavior analysts to considerations in qualitative research and outline how analysts can conceptualize a strong qualitative study. This article aims to support increased application of qualitative methods by behavior analysts, where these methods best address the function of the behavior analytic investigation.

A systematic review of social-validity assessments in the Journal of Applied Behavior Analysis: 2010-2020.

We conducted a systematic review of studies published in the Journal of Applied Behavior Analysis between 2010 and 2020 to identify reports of social validity. A total of 160 studies (17.60%) published during this time included a measure of social validity. For each study, we extracted data on (a) the dimensions of social validity, (b) the methods used for collecting social-validity data, (c) the respondents, and (d) when social-validity data were collected. Most social-validity assessments measured the acceptability of intervention procedures and outcomes, with fewer evaluating goals. The most common method for collecting social validity data was Likert-type rating scales, followed by non-Likert-type questionnaires. In most studies, the direct recipients of the intervention provided feedback on social validity. Social-validity assessment data were often collected at the conclusion of the study. We provide examples of social-validity measurement methods, discuss their strengths and limitations, and provide recommendations for improving the future collection and reporting of social-validity data.

Developing the self-determination of children and young people with intellectual disabilities in schools: A systematic review of the literature.

BACKGROUND: Self-determination is associated with lifelong positive outcomes. Students with intellectual disabilities typically have lower self-determination than their peers. Universal basic education access offers schools the opportunity to rectify this disparity. This is the first systematic review investigating the school-based practices that target self-determination development for students with intellectual disabilities. METHOD: The review follows the PRISMA guidelines, spanning five databases (ProQuest databases, EMBASE, Scopus, Sage Journals, Taylor and Francis Online) from 2006 to 2021. RESULTS: Across the 18 studies, the most used practice is the SDLMI. Research focuses on United States-based transition-aged students with mild to moderate intellectual disabilities. Social validity tends to be assessed in summative and informal ways. Students are not generally involved in decision-making about practices and individualisation of support. CONCLUSIONS: Self-determination development for this population can begin before puberty. Future research should critically investigate social validity and holistic integration of student self-determination learning opportunities throughout the pedagogical cycle.

Social Representativeness and Intervention Adherence-A Systematic Review of Clinical Physical Activity Trials in Breast Cancer Patients.

Objectives: Representativeness in physical activity randomised controlled trials (RCT) in breast cancer patients is essential to analyses of feasibility and validity considering privileged- social groups. A step-by-step exclusion of less privileged groups through the trial process could reinforce health inequality. This study aimed at examining representativeness in breast cancer (BC) physical activity trials, investigate associations between socio-economic status (SES) and intervention adherence, and explore associations between representativeness and the relationship between SES and intervention adherence. Methods: Systematic, computerised searches were performed in PubMed, CINAHL, AMED, EMBASE and PsycINFO. Additional citation-based searches retrieved 37 articles. Distributions of education level, ethnicity, and marital status in study samples were compared to national populations data to estimate representativeness in less privileged groups. Results: A preponderance of studies favoured educated, married and white patients. Only six studies reported SES-adherence associations, hampering conclusions on this relationship and possible associations between representativeness and an SES-adherence relationship. Conclusion: Less educated, unmarried and non-white individuals may be underrepresented in BC physical activity RCTs, while SES-adherence associations in such trials are inconclusive. Unintentional social misrepresentations may indicate that disguised inequity warrants revived attention.

Predictors of middle school students' perceptions of automated writing evaluation.

This study examined middle school students' perceptions of an automated writing evaluation (AWE) system, MI Write. We summarize students' perceptions of MI Write's usability, usefulness, and desirability both quantitatively and qualitatively. We then estimate hierarchical entry regression models that account for district context, classroom climate, demographic factors (i.e., gender, special education status, limited English proficiency status, socioeconomic status, grade), students' writing-related beliefs and affect, and students' writing proficiency as predictors of students' perceptions. Controlling for districts, students reporting more optimal classroom climate also reported higher usability, usefulness, and desirability for MI Write. Also, model results revealed that eighth graders, students with limited English proficiency, and students of lower socioeconomic status perceived MI Write relatively more useable; students with lower socioeconomic status also perceived MI Write relatively more useful and desirable. Students who liked writing more and more strongly believed that writing is a recursive process viewed MI Write as more useable, useful, and desirable. Students with greater writing proficiency viewed MI Write as less useable and useful; writing proficiency was not related to desirability perceptions. We conclude with a discussion of implications and future directions.

The Social Validity of Behavioral Interventions: Seeking Input from Autistic Adults.

Many in the autistic community have expressed concerns regarding the use of behavioral interventions with autistic children, suggesting that these interventions may not be socially valid. Though behavioral interventions have evolved to be more naturalistic and child-centered, little structured research has been done to explicitly seek autistic perspectives on the acceptability of specific components of behavioral interventions. Autistic adults (N = 235) were recruited online to take the Autism Intervention Attitudes Scale (AIAS), a questionnaire designed to gather feedback on common intervention goals and practices. Results indicate that participants find goals and practices that highlight quality of life, safety, and autistic interactions acceptable, while those that focus on normalization based on neurotypical standards are not. An exploratory graph analysis revealed three communities of goals ("uncontroversial goals", "controversial goals", and "social goals"). Comparison between naturalistic and structured intervention components additionally showed that autistic participants favored naturalistic strategies. These findings are in line with known criticisms of behavioral intervention from autistic adults, but also provide more information on the specific ways in which behavioral interventions can be reformed. This information can guide professionals in the development of appropriate goals and decisions around intervention planning.

Parents' perspectives on dental team as advisors to promote HPV vaccination among Spanish adolescents.

PURPOSE: Human papillomavirus (HPV) is a prevalent sexually transmitted infection responsible for many anogenital and oropharyngeal cancers. Dental care providers have the potential to influence vaccine uptake, yet little is known about how patients perceive their role in HPV education and prevention. METHODS: Parents of adolescents aged 9 to 17 years (n = 375) were recruited from Valdeorras District Hospital (Galicia, Spain) to investigate parents' attitudes concerning the involvement of dental care providers in discussions related to HPV. A survey was distributed to the participants, and 343 (91.5%) were included in the analysis. RESULTS: In general, nearly half of the parents reported feeling comfortable regarding discussing HPV with their dentist. Participants described more comfort with dentists than with dental hygienists. Parents' comfort levels were influenced by various social determinants of health, including education level, marital status, geographic origin, and child vaccination status (p > 0.05). CONCLUSION: Parents reported varying comfort levels when discussing HPV and its vaccine with dental professionals, displaying a preference for dentists. Dental settings have the potential to promote vaccination, but the existence of ongoing barriers needs to be addressed.

Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children.

Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational practices typically employed with autistic children. We also extended the survey to caregivers and early childhood practitioners, to identify commonalities and discrepancies between shareholder groups. We conducted a descriptive survey study to assess social acceptability of goals, learning contexts, and procedures typically implemented with young autistic children. We received responses from 660 individuals, 226 of whom identified as autistic. For Likert scale and ranked items, we reported median rating and ranking for each item, by shareholder group. For open-ended questions, we conducted open and axial coding, to determine consistent themes within and across shareholder groups. Respondents reported (a) high acceptability for goals promoting self-determination and low social validity for goals promoting masking; (b) high acceptability for antecedent interventions and low social validity for some forms of extinction; (c) that appropriate learning environments are highly context dependent, varying with individual needs; and (d) that the child is the most important shareholder in educational decision-making. We make recommendations to practitioners in response to survey results, including (a) respecting autistic culture and characteristics in selecting goals; (b) considering social, emotional, and psychological needs in selecting procedures; and (c) individualizing goals, learning contexts, and procedures based on the child's perspectives and unique needs.

When Cultural Awareness Reveals Conflicting Cultural Values: A Pragmatic Approach.

Cultural awareness reminds ABA service providers of the importance of considering the cultural practices of others when programming for behavior change. Decisions about the appropriateness of services may be difficult, however, when the values of the client conflict with the values of the culture(s) to which the client belongs or with the cultural biases of the practitioner. To minimize such conflicts, we propose a decision-making model that integrates client-centered and culture-centered assessments of habilitative validity. Throughout the proposed evaluation process, the behavior analyst and the recipients of services collaborate to refine program goals that will increase access to reinforcers for the client and their cultural groups. Given that cultures arrange reinforcers and punishers for the individual, assessing habilitative and social validity for the cultural groups affected by services is emphasized as an essential component of the model. We illustrate how the proposed model could be used to suggest appropriate courses of action by analyzing a situation that may involve conflicts of values.

A review of the concurrent-chains arrangement to assess intervention choice: 2018-2023.

The purpose of this review is to summarize recent literature on the use of concurrent-chains arrangements in the assessment of preference for interventions (or intervention components) in the applied literature. The types of interventions and participants are described briefly, and procedural variations, ethical considerations, and recommendations for future research are discussed.

Evaluation of two physical guidance procedures in the treatment of pediatric feeding disorder.

Children with pediatric feeding disorder may refuse to consume an adequate variety and/or volume of food to maintain expected growth. They can consume food but may actively or passively refuse, resulting in escape or avoidance of eating. Behavioral interventions like positive reinforcement with escape extinction can increase consumption. However, sometimes these interventions are insufficient, especially in treating passive refusal. In these cases, physical guidance may be used to prompt an open mouth to deposit food. Research indicates open-mouth prompts are effective and rated as acceptable. This study replicated an existing physical guidance procedure, the finger prompt, and compared its efficacy and acceptability with that of a spoon prompt. This study extended research by defining and measuring passive refusal as a dependent variable and assessing social validity among different stakeholders and times. Both prompts were effective in treating food refusal, and caregivers rated the finger prompt as more preferred.

A comparison of individual and group equivalence-based instruction delivered via Canvas.

Equivalence-based instruction (EBI) is an efficient method that has been used to teach various skills, including content in college courses. This study extended the literature on EBI in higher education by teaching 13 graduate students to identify features of functional analysis conditions and variations. Equivalence-based instruction methods were implemented using Canvas, an online learning management system. Participants completed pretests, experienced EBI individually and in small groups, and completed a posttest, all using the quiz feature in Canvas. The EBI modules increased students' posttest scores relative to pretest scores by 36%, on average, and there was a slight increase in correct responding in the group relative to the individual teaching condition. Furthermore, responses to social-validity surveys indicated that EBI was acceptable to most students; however, students' preferences for group and individual EBI varied.

Toward Socially Meaningful Case Conceptualization: The Risk-Driven Approach.

The Behavior Analysis Certification Board (BACB) Ethics Code states that "behavior analysts should put compliance with the law and clients' interests first by actively working to maximize desired outcomes and minimize risk" (emphasis added; BACB, 2020, p. 5). In turn, board certified practitioners must approach the case conceptualization process in applied behavior analysis (ABA) with respect to minimizing risks to an improved quality of life (QoL). As such, ABA services must be based on an understanding of risk-risk to ensuring desired outcomes. The purpose of the current article is two-fold (1) revisit social validity and propose features of socially meaningful case conceptualization, and (2) introduce a corresponding structured risk-driven approach to ABA service delivery. A primary aim is to equip all stakeholders with readily accessible practice-related supports-ensuring clients' rights to effective services towards an improved QoL.

The Science and Social Validity of Companion Animal Welfare: Functionally Defined Parameters in a Multidisciplinary Field.

Social validity refers to the social significance and acceptability of intervention goals, procedures, and outcomes. Animal practitioners, who are often guided by the principles of ABA, lack the benefit of verbal participants (at least with respect to target animals) with which to assess a client's needs and preferences. The study of a learner's welfare is useful for determining areas where intervention is needed or how the learner feels about an intervention that is underway. Three tenets of animal welfare measurement include physiological function, naturalistic behavior, and affect, where affect refers to private events, including emotions, which are a function of the same variables and contingencies responsible for controlling public behavior. The development of new technologies allows us to look "under the skin" and account for subjective experiences that can now be observed objectively. We introduce the reader to tools available from the animal welfare sciences for the objective measurement of social validity from the learner's perspective.

Entrustable professional activities (EPAs) for undergraduate medical education - development and exploration of social validity.

BACKGROUND: The development of entrustable professional activities (EPAs) as a framework for work-based training and assessment in undergraduate medical education has become popular. EPAs are defined as units of a professional activity requiring adequate knowledge, skills, and attitudes, with a recognized output of professional labor, independently executable within a time frame, observable and measurable in its process and outcome, and reflecting one or more competencies. Before a new framework is implemented in a specific context, it is valuable to explore social validity, that is, the acceptability by relevant stakeholders. AIM: The aim of our work was to define Core EPAs for undergraduate medical education and further explore the social validity of the constructs. METHOD AND MATERIAL: In a nationwide collaboration, EPAs were developed using a modified Delphi procedure and validated according to EQual by a group consisting of teachers nominated from each of the seven Swedish medical schools, two student representatives, and an educational developer (n = 16). In the next step, social validity was explored in a nationwide survey. The survey introduced the suggested EPAs. For each EPA, the importance of the EPA was rated, as was the rater's perception of the present graduates' required level of supervision when performing the activity. Free-text comments were also included and analyzed. RESULTS: Ten Core EPAs were defined and validated. The validation scores for EQual ranged from 4.1 to 4.9. The nationwide survey had 473 responders. All activities were rated as "important" by most responders, ranging from 54 to 96%. When asked how independent current graduates were in performing the ten activities, 6 to 35% reported "independent". The three themes of the free text comments were: 'relevant target areas and content'; 'definition of the activities'; and 'clinical practice and learning'. CONCLUSION: Ten Core EPAs were defined and assessed as relevant for Swedish undergraduate medical education. There was a consistent gap between the perceived importance and the certainty that the students could perform these professional activities independently at the time of graduation. These results indicate that the ten EPAs may have a role in undergraduate education by creating clarity for all stakeholders.

Evaluating Preference for Functional and Nonfunctional Stimuli in the Treatment of Destructive Behavior.

The effects of including nonfunctional stimuli that may appear in the natural environment during treatment remain unclear. The current study evaluated preference for differential reinforcement of communication (DRC) treatments with functional reinforcers only and a combination of functional and nonfunctional stimuli. Both treatment conditions resulted in a decrease in destructive behavior and an increase in the communication response for all participants. Two participants preferred the combined DRC condition, whereas one participant showed equal preference for the combined condition and one of the functional conditions.

We Still Have a Lot to Learn.

Use of contingent electric skin shock in the treatment of severe problem behavior has been criticized on the grounds that (a) it is not necessary because function-based procedures using positive reinforcement are just as effective; (b) it violates contemporary ethical standards; and (c) it lacks social validity. There are good reasons to challenge these claims. The meaning of "severe problem behavior" is imprecise and we should be cautious in our claims about how to treat it. It is not clear that reinforcement-only procedures are sufficient because they are commonly paired with psychotropic medication, and there is evidence that some instances of severe behavior may be refractory to reinforcement-only procedures. Ethical standards, as expressed by the Behavior Analysis Certification Board and the Association for Behavior Analysis International, do not prohibit punishment procedures. Social validity is a complex concept that can be understood and measured in multiple, potentially conflicting ways. Because we still have a lot to learn about these matters, we should be more skeptical of sweeping claims such as the three enumerated above.

Epistemología de la investigación social / Epistemology of social research

INTRODUCCIÓN. La epistemología, rama de la filosofía que estudia el proceso de investigación y su producto el conocimiento científico, implica ámbitos de la ciencia con enfoque positivismo y postpositivismo, interpretativismo, teoría crítica; y, transcomplejo, cada uno de ellos con los elementos paradigmáticos de: ontología, epistemología y metodología, su conocimiento y aplicabilidad en los diferentes ámbitos es fundamental porque sus enfoques generan ciencia. OBJETIVO. Desarrollar capacidades intelectuales en bases contextuales y teóricas en epistemología de la investigación social, indispensables para el ejercicio profesional en el ámbito de la investigación científica y del conocimiento científico. MATERIALES Y MÉTODOS. Estudio observacional, descriptivo, con población y muestra conocida de 30 modalidades de publicación, periodo junio a julio 2020. Los criterios de inclusión fueron: fuentes secundarias de información bibliográfica validadas en el ámbito de las ciencias sociales. La técnica de observación fue en buscadores bibliográficos PUBMED, Scielo, Scopus, Diccionario de Descriptores en Ciencias de la Salud y la Real Academia Española. La tarea de revisar la literatura de investigación comprendió la identificación, selección, análisis crítico, descripción escrita, interpretación, discusión y conclusión de la información que existe sobre la epistemología de la investigación social, tema, que se registró con aplicación de un gestor de referencias bibliográficas, tipo Microsoft Word. RESULTADOS. Se logró obtener capacidades intelectuales al estructurar la cronológica de la epistemología de la investigación social, del conocimiento científico y nuevas perspectivas para el ejercicio profesional en el ámbito de la investigación científica. CONCLUSIÓN. Las perspectivas se orientan a integrar paradigmas pasados y futuros con visión de transcomplejidad, espacios organológicos de una gran red, conformación de cibercomunidades de investigación, uso de método integrador, nuevo lenguaje en equipos multidisciplinarios, agentes como el foco principal de la teoridad epistémica en espacio, tiempo y la relación entre las cosas.

INTRODUCTION. Epistemology, a branch of philosophy that studies the research process and its product, scientific knowledge, involves areas of science focussed in with positivism and postpositivism, interpretivism, critical theory; and, transcomplex, each one of them with the paradigmatic elements of: ontology, epistemology and methodology, their knowledge and applicability in the different fields is fundamental because their approaches generate science. OBJECTIVE. Develop intellectual capacities on contextual and theoretical bases in the epistemology of social research, essential for professional practice in the field of scientific research and scientific knowledge. MATERIALS AND METHODS. Observational, descriptive study, with population and a known sample of 30 publication modalities, period June to July 2020. The inclusion criteria were: secondary sources of bibliographic information validated in the field of social sciences. The observation technique was in bibliographic search engines PUBMED, Scielo, Scopus, Dictionary of Descriptors in Health Sciences and the Royal Spanish Academy. The task of reviewing the research literature included the identification, selection, critical analysis, written description, interpretation, discussion and conclusion of the information that exists on the epistemology of social research, subject, which was registered with the application of a reference manager bibliographic, Microsoft Word type. RESULTS. Intellectual capacities were obtained by structuring the chronology of the epistemology of social research, scientific knowledge and new perspectives for professional practice in the field of scientific research. CONCLUSION. The perspectives are aimed at integrating past and future paradigms with a vision of transcomplexity, organological spaces of a large network, formation of research cyber communities, use of integrative method, new language in multidisciplinary teams, agents as the main focus of epistemic theory in space, time and the relationship between things.