Social validity of parent and teacher implemented assessment‐based interventions for challenging behaviour

Abstract

This study sought to assess the social validity of teacher and parent implemented assessment‐based intervention for challenging behaviour in young children. The Behavior Intervention Rating Scale was completed by adults at the end of intervention for each participant. Overall ratings were high for both intervention acceptability and intervention effectiveness. As greater changes in child outcome were observed, social validity ratings improved. Finally, parents rated interventions as being more acceptable and more effective than did teachers.

Acknowledgements

Preparation of this manuscript was supported in part by the Office of Special Education Programs, Grant #H324D000068 to Dr. Melissa Olive. However, the opinions expressed herein do not necessarily reflect the position or policy of OSEP, and no official endorsement by the department should be inferred. The authors would also like to thank the children, their parents, and their teachers for participation in this project, including those at the Westview School. All names have been changed to protect confidentiality.