ERIC Number: EJ1019229
Record Type: Journal
Publication Date: 2013-Dec
Reference Count: 26
Using Comparison Peers as an Objective Measure of Social Validity: Recommendations for Researchers
Ennis, Robin Parks; Jolivette, Kristine; Fredrick, Laura D.; Alberto, Paul A.
Focus on Autism and Other Developmental Disabilities, v28 n4 p195-201 Dec 2013
In this article, students with challenging behaviors (SWCB) in a classroom may include those with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (E/BD), intellectual disabilities, learning disabilities, and those at risk of these disabilities. These students may present challenging behaviors in the classroom impacting their ability to be successful in school academically and socially. To address the needs of SWCB, there is a growing body of research on strategies to help improve these student's academic and social behaviors. The purpose of this article is to propose a model for using direct observation of the behavior of comparison peers as a marker for deciding an intervention's effectiveness, and therefore, its social validity for SWCB. Recommendations on the use of this strategy are provided in the article.
Descriptors: Behavior Problems, Attention Deficit Hyperactivity Disorder, Autism, Pervasive Developmental Disorders, Behavior Disorders, Emotional Disturbances, Mental Retardation, Learning Disabilities, At Risk Students, Antisocial Behavior, Observation, Peer Influence, Student Behavior, Models, Prosocial Behavior, Intervention, Behavior Modification, Mentors, Feedback (Response), Males, Grade 3, Elementary School Students, Inclusion, Self Control, Program Effectiveness
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3
Authoring Institution: N/A