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ERIC Number: ED316001
Record Type: Non-Journal
Publication Date: 1989-Aug
Pages: 49
Abstractor: N/A
Reference Count: N/A
Social Validity of Three Interventions Targeting Increases in Academic Engaged Time. Research Report No. 21. University of Minnesota Instructional Alternatives Project.
Thurlow, Martha L.; And Others
Social validity data were collected for three educational interventions designed to increase the academic engaged time of elementary special education students: (1) a reading tutorial intervention, (2) a special education consultation intervention, and (3) a home-based consultation intervention. A total of 29 students, 14 parents, 21 teachers, and 5 principals completed questionnaires. All three programs were rated as good instructional interventions, overall. Aspects often noted as important included the relationships of those involved in the intervention, adequate provision of time for discussion, and the screening of participants. Principals had minimal involvement in the intervention programs. Estimates of academic improvement due to the intervention, and willingness to participate in a similar program were varied. Appended are the outline of interventions presented to teachers before implementation as well as the social validity questionnaires for students, parents, and teachers, for all three interventions. 11 references. (DB)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis.