Social validity practices in telehealth delivered interventions for individuals with intellectual and developmental disabilities.
| dc.contributor.advisor | Gerow, Stephanie L. | |
| dc.creator | McGinnis, Kristina, 1991- | |
| dc.creator.orcid | 0000-0003-2088-4205 | |
| dc.date.accessioned | 2024-07-30T12:42:38Z | |
| dc.date.available | 2024-07-30T12:42:38Z | |
| dc.date.created | 2023-12 | |
| dc.date.issued | 2023-12 | |
| dc.date.submitted | December 2023 | |
| dc.date.updated | 2024-07-30T12:42:39Z | |
| dc.description.abstract | The voices and values of consumers with intellectual and developmental disabilities (IDD) are integral to the planning, implementation, and revision of behavioral and educational interventions. Social validity is the extent to which society, including individuals with IDD, deems applied interventions important and practical (Wolf, 1978). Interventions that are perceived as important and practical are more likely to be put into practice and used by consumers (Schwartz & Baer, 1991). Since its inception, social validity has remained an important measure of the “heart” of applied interventions, although how and with whom to gather this information is still under debate (Snodgrass et al., 2021). Because social validity data provides interventionists with the information necessary to improve consumer experiences, there is a need for an exploration into the perceptions of consumers who receive behavioral and educational interventions via telehealth. In study one we sought to evaluate the prevalence of using social validity assessments in telehealth-delivered caregiver-implemented interventions and conduct a quality appraisal by determining how closely identified research met researcher-adapted social validity quality indicators. We identified 58 studies with data related to social validity. Just 20 of the identified studies measured the social validity of goals, procedures, outcomes, and telehealth. The 20 articles in our final review met about half of the components in our social validity quality indicator appraisal. The results suggest a need for improved social validation techniques, especially in the context of including the perceptions of the individual with IDD. In study two, we evaluated the experiences of individuals with IDD who received two evidence-based interventions delivered via telehealth. We used a single-case research design and a convergent mixed methods research design to determine whether common evidence-based instructional procedures were effective, and which instructional procedure was preferred by individuals with IDD. The results from this study indicate that both picture and video prompting were effective at increasing daily living skills. Participants demonstrated varying preferences; no clear preference was detected across all participants. We used qualitative and quantitative social validity measures to gain deeper insight into the participants’ perspectives and experiences. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12861 | |
| dc.language.iso | English | |
| dc.rights.accessrights | Worldwide access | |
| dc.title | Social validity practices in telehealth delivered interventions for individuals with intellectual and developmental disabilities. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Baylor University. Dept. of Educational Psychology. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ph.D. | |
| thesis.degree.program | Educational Psychology | |
| thesis.degree.school | Baylor University |
Files
License bundle
1 - 1 of 1