An Examination of Social Validity Within Single-Case Research With Students With Emotional and Behavioral Disorders

2013 ◽  
Vol 34 (6) ◽  
pp. 357-370 ◽  
Author(s):  
Caitlin F. Spear ◽  
M. Kathleen Strickland-Cohen ◽  
Natalie Romer ◽  
Richard W. Albin
2017 ◽  
Vol 42 (4) ◽  
pp. 185-195 ◽  
Author(s):  
Robin Parks Ennis ◽  
Kristine Jolivette ◽  
Mickey Losinski

In this study, we investigated the effects of choice of writing prompt on the number of story elements included in written narratives. The investigation took place in a residential facility for students with emotional and behavioral disorders. Participants included six female students in a mixed-grade-level course (students had just completed Grades 7–10). A withdrawal single-case research design was planned for each participant. However, the study was abandoned after only initial baseline and intervention phases because choice of writing prompt appeared to have null or countertherapeutic effects on the number of story elements written. Potential explanations for why these findings are inconsistent with other studies using choice making, including considerations of the file drawer effect for studies with null findings, are presented. Limitations and future directions also are discussed.


2021 ◽  
pp. 074193252110172
Author(s):  
Melinda R. Snodgrass ◽  
Moon Y. Chung ◽  
James M. Kretzer ◽  
Elizabeth E. Biggs

For the last 40 years, special education and applied behavior analysis researchers have discussed the notion of social validity, particularly those researchers who conduct single-case research. A substantial part of this discussion has involved critiquing the rigor of methods used to assess social validity. We conducted a scoping literature review focused on describing and integrating different critiques and recommendations about social validity assessment. In a multi-pronged search, we identified 47 articles addressing rigor in social validity assessment. We used inductive content analysis to chart data about specific critiques and identify a framework of seven Key Questions that organize these critiques across theoretical and methodological dimensions. We describe the Key Questions, including examples from the reviewed literature that led to their development. The framework may have practical utility for researchers and reviewers in guiding rigorous social validity assessment in intervention research. Implications are discussed for researchers, reviewers, and journal editors.


2016 ◽  
Vol 97 (10) ◽  
pp. e106
Author(s):  
Robyn Tate ◽  
Linda Sigmundsdottir ◽  
Janet Doubleday ◽  
Ulrike Rosenkoetter ◽  
Donna Wakim ◽  
...  

1994 ◽  
Vol 3 (7) ◽  
pp. 316-324 ◽  
Author(s):  
Linda M Proudfoot ◽  
Elizabeth S Farmer ◽  
Jean B McIntosh

2016 ◽  
Vol 45 (4) ◽  
pp. 379-399 ◽  
Author(s):  
Denise A. Soares ◽  
Judith R. Harrison ◽  
Kimberly J. Vannest ◽  
Susan S. McClelland

1998 ◽  
Vol 24 (1) ◽  
pp. 74-85 ◽  
Author(s):  
James M. Kauffman ◽  
Phillip S. Strain ◽  
Frank W. Kohler ◽  
Frank Gresham

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