ERIC Number: EJ1019991
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Merging Empiricism and Humanism: Role of Social Validity in the School-Wide Positive Behavior Support Model
Marchant, Michelle; Heath, Melissa Allen; Miramontes, Nancy Y.
Journal of Positive Behavior Interventions, v15 n4 p221-230 Oct 2013
Criteria for evaluating behavior support programs are changing. Consumer-based educational and behavioral programs, such as School-Wide Positive Behavior Support (SWPBS), are particularly influenced by consumer opinion. Unfortunately, the need for and use of social validity measures have not received adequate attention in the empirical literature related to these increasingly utilized behavioral programs. The purpose of this article is to illustrate the importance of social validity and to present an in-depth discussion of its history, merits, and practical applications relevant to the expanded scope of Positive Behavior Intervention and Support, specifically, SWPBS. In addition, the importance of social validity in bridging the gap between research and practice is discussed; current limitations are noted; and suggestions are made for future direction regarding this critical area of assessment.
Descriptors: Behavior Modification, Positive Reinforcement, Teaching Methods, Peer Acceptance, Barriers, Validity, Program Effectiveness, Surveys, Intervention, Feedback (Response), Stakeholders, Behavior Problems, Behavior Change, Teachers, Students
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: Reports - Evaluative; Journal Articles
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A