Rigorous Assessment of Social Validity: A Scoping Review of a 40-Year Conversation

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.

Social Validity Assessment in Behavior Interventions for Young Children: A Systematic Review

We sought to identify, examine, and summarize empirical literature focused on early childhood behavior interventions examined using a single case research designs (SCD) and published between 2001 and 2018. Using systematic procedures, 28 studies that met established inclusion criteria were identified, reviewed, and compared with respect to general and social validity assessment characteristics of SCD studies on behavior interventions for young children with problem behavior. The findings of the current review suggest: (a) promoting implementation fidelity through implementation support to improve social validity outcomes, (b) providing guidelines for timing and frequency of social validity assessment, and (c) development of social validity assessment tools designed to assess each of the social validity dimensions (i.e., goals, procedures, and outcomes).

Practitioner-Implemented Naturalistic Developmental Behavioral Interventions: Systematic Review of Social Validity Practices

Naturalistic Developmental Behavioral Interventions (NDBIs) are evidence-based interventions implemented by the adults in a child’s natural environment (e.g., by practitioners in classrooms). The social validity of this body of research may have an impact on the maintenance of practitioner implementation of NDBIs. We conducted a systematic review to evaluate the components (i.e., goals, procedures, and outcomes) and features of social validation assessment practices within studies where researchers trained practitioners to implement an NDBI with young children with disabilities in early childhood classroom contexts. Results of the systematic review indicated that social validity assessment within practitioner-implemented NDBI studies is lacking. Of the 23 studies identified, only 12 studies reported social validity assessment(s). Findings also highlight a lack of comprehensive social validity assessment and frequent use of biased respondents. An in-depth analysis of social validity assessment methods and features, as well as recommendations for the field, is provided.