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The Social Validity of Interventions for Promoting Preschool Children's Peer Interactions

Published online by Cambridge University Press:  22 February 2012

David Hamilton  and
Aphrodite Zoitas
David Hamilton*
Affiliation:
RMIT University, Australia
Aphrodite Zoitas
Affiliation:
RMIT University, Australia
*
Address for correspondence: David Hamilton, PhD, Centre for Developmental Disability Health Victoria, Suite 202, 3 Chester Street, Oakleigh VIC 3166, Australia. Email: David.Hamilton@med.monash.edu.au
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Abstract

This analogue study investigated the social validity of classroom interventions designed to promote peer interactions in young children. The influences of child characteristics and diagnostic labels on social validity ratings were examined, as were the relationships among three components of social validity. Forty-two preschool teachers completed a 15-item social validity scale that yielded scores pertaining to intervention goals, procedures and effects. Participants rated three types of intervention, which varied according to individuals targeted and intensity of programming procedures, with reference to one of three case descriptions of children with social interaction problems. Half the participants were provided with the child's diagnostic label. Results indicated that social validity is affected by interactions between intervention methods and child characteristics. The inclusion of diagnostic labels in the case descriptions had no effect on social validity ratings. Strong positive relationships were found among the components of social validity. Implications for the use of empirically validated interventions in inclusive preschools are discussed.

Type
Research Article
Information
Behaviour Change , Volume 20 , Issue 4 , 01 December 2003 , pp. 208 - 217
Copyright
Copyright © Cambridge University Press 2003

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