Evaluating Social Validity to Inform Intervention Development
Introduction
Social validity plays a crucial role in applied behavior analysis (ABA), ensuring that interventions are not only effective but also practical and acceptable to those involved. Traditionally, social validity is assessed after an intervention has been implemented. However, a recent study by Guinness, Atkinson, and Feil (2024) takes a different approach—evaluating social validity before designing an intervention. This method provides valuable insights from caregivers of children with autism, shaping interventions to better meet their needs.
This blog post highlights key findings from their research, which examines caregivers' challenges when engaging in play with their children and their perspectives on potential intervention components.
What Is Social Validity?
Social validity refers to the extent to which an intervention's goals, procedures, and outcomes are meaningful and acceptable to those receiving or implementing it (Wolf, 1978). It has three components:
- Goals – Are the goals of the intervention important and relevant to the individuals involved?
- Procedures – Are the intervention strategies acceptable and feasible for those using them?
- Outcomes – Are the results considered beneficial and satisfactory by stakeholders?
While many ABA studies assess social validity after an intervention is completed, this study highlights the value of evaluating it beforehand. Doing so allows researchers to design interventions that are more aligned with caregivers' needs and preferences, increasing the likelihood of real-world application.
Study Objectives and Methods
Research Objectives
The study aimed to understand:
- The challenges caregivers face when engaging in play with their children with autism.
- Caregivers' perceptions of specific intervention components, including:
- Video modeling – Watching videos that demonstrate play interactions.
- Smart speaker prompting – Using voice-activated prompts to guide play.
- Feedback and coaching via video chat – Receiving professional guidance remotely.
Methodology
Researchers conducted qualitative interviews with caregivers of children with autism, focusing on their experiences and perspectives. They used thematic analysis, a method that identifies common patterns and themes in participant responses. This approach allowed for an in-depth exploration of caregivers' thoughts and preferences.
Key Findings: Caregiver Challenges and Needs
Challenges in Play with Children with Autism
- Social communication difficulties – Many caregivers expressed frustration with their children's limited ability to engage in reciprocal play.
- Preference for solitude – Some children preferred playing alone, making interactive play difficult.
- Narrow interests – Children often had highly specific interests, limiting the range of play activities they enjoyed.
- Rigidity and sameness – Some children resisted new activities, making it hard to introduce variety in play.
Additional Caregiver Concerns
- Lack of training – Caregivers often felt unprepared to facilitate meaningful play.
- Reliance on diverse sources – Many sought guidance from professionals, online forums, and other parents.
- Personal sacrifices – Caregivers frequently prioritized their child's needs over their own well-being.
- Comparisons to neurotypical children – Some caregivers worried about their child's developmental progress relative to peers.
- Openness to learning – Despite challenges, caregivers were eager to acquire new play skills.
Perspectives on the Purpose of Play
- Building a connection – Caregivers saw play as a way to bond emotionally with their child.
- Encouraging development – Many viewed play as an opportunity to improve social and communication skills.
- Providing engagement – Play was also valued for keeping children entertained and engaged.
Key Findings: Caregiver Opinions on Potential Intervention Components
Video Modeling
- 80% of caregivers found video modeling appealing.
- Suggestions for improvement included:
- Personalizing videos to match their child’s interests.
- Demonstrating social communication strategies.
- Keeping videos short and engaging.
Smart Speaker Prompting
- Mixed reactions – Some caregivers saw value in voice-activated play prompts, while others doubted their effectiveness.
- Concerns included:
- Whether children would respond to a smart speaker.
- The need for prompts to be highly individualized.
Video Chat Feedback and Coaching
- Positive response – Many caregivers appreciated the idea of receiving expert feedback remotely.
- Key considerations:
- Coaching should be accessible and easy to implement.
- Flexibility in scheduling was important for busy caregivers.
Implications for ABA Practitioners
This study underscores the importance of incorporating social validity into intervention development before implementation. By understanding caregivers' challenges and preferences early, behavior analysts can:
- Design interventions that fit naturally into caregivers' daily routines.
- Select procedures that are more likely to be maintained over time.
- Improve caregiver engagement by addressing their real-world concerns.
For practitioners developing parent-mediated interventions, this research highlights the value of gathering caregiver input at the design stage. Doing so can lead to interventions that are more practical, acceptable, and effective.
Conclusion
Guinness, Atkinson, and Feil (2024) provide a compelling case for evaluating social validity before an intervention is designed. Their study reveals that caregivers of children with autism face significant challenges in play, yet they are eager to learn new strategies. By considering caregiver feedback early in the intervention process, behavior analysts can create interventions that are more effective and sustainable.
If you're interested in reading the full study, you can access it here: https://doi.org/10.1007/s40617-023-00899-6.
By prioritizing social validity from the start, we can develop interventions that truly meet the needs of the families we serve.
