Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention

Autor/inn/en	Akemoglu, Yusuf; Garcia-Grau, Pau; Meadan, Hedda
Titel	Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention
Quelle	In: Topics in Early Childhood Special Education, 39 (2019) 3, S.144-155 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akemoglu, Yusuf) ORCID (Meadan, Hedda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419865945
Schlagwörter	Intervention; Disabilities; Validity; Communication Strategies; Childrens Literature; Books; Teaching Methods; Fidelity; Interpersonal Communication; Parent Role; Program Effectiveness; Parent Child Relationship; Interaction; Mothers; Video Technology; Majors (Students); Special Education; Speech Language Pathology; College Students; Coaching (Performance) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Gültigkeit; Kommunikationsstrategie; 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kommunikation; Parental role; Elternrolle; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Mother; Mutter; Special needs education; Sonderpädagogik; Sonderschulwesen; Collegestudent
Abstract	Interventions designed for children with disabilities and their families should be socially valid. Parent-implemented Communication Strategies-Storybook (PiCSS) is an intervention package designed to coach parents on shared storybook reading and naturalistic teaching strategies. In PiCSS program, the participating parents used the communication teaching strategies with high fidelity, and children responded more to their parents' communication. To evaluate the social validity of PiCSS, we designed video-based rating surveys and collected data from masked raters (college students and practitioners). In total, 120 raters evaluated 12 1-min video clips. Quantitative analyses revealed that all raters scored coaching videos significantly higher than baseline videos for parent and child outcomes, indicating the PiCSS program had positive outcomes in parent--child interactions. (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01