Assessing the Social Validity of a Telepractice Training and Coaching Intervention

Autor/inn/en	Chung, Moon Y.; Meadan, Hedda; Snodgrass, Melinda R.; Hacker, Rebecca E.; Sands, Michelle M.; Adams, Nicole B.; Johnston, Susan S.
Titel	Assessing the Social Validity of a Telepractice Training and Coaching Intervention
Quelle	In: Journal of Behavioral Education, 29 (2020) 2, S.382-408 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chung, Moon Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09372-8
Schlagwörter	Validity; Telecommunications; Delivery Systems; Coaching (Performance); Intervention; Communication Skills; Skill Development; Caregiver Training + Suchen Sie Ihr Suchwort? Gültigkeit; Telekommunikationstechnik; Auslieferung; Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Developing communication skills is critical for all young children, especially for those receiving early intervention (EI) services. Thus, many researchers have investigated evidence-based practices for teaching social communication skills. In an attempt to minimize the gap between research and practice, research investigating training caregivers to use communication teaching strategies has been conducted and replicated. In many studies, interventions have been delivered by researchers rather than natural change agents. The purpose of this study was to assess the social validity of a caregiver-implemented communication strategies intervention program in which the caregiver was trained and coached by a natural change agent, the family's EI service provider, via telepractice. We analyzed multiple sources of data to investigate the social validity of the intervention program. We found that some aspects of the program had high levels of social validity (e.g., goals and outcomes). Other aspects of the program had lower levels of social validity (e.g., procedures and technology use). The findings, limitations, and implications for practice and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01