@article{ref1,
title="The social validity of "Acceptability of behavioral interventions used in classrooms": inferences from longitudinal evidence",
journal="Behavioral disorders",
year="2017",
author="Elliott, Stephen N.",
volume="43",
number="1",
pages="269-273",
abstract="In this retrospective commentary on &quot;Acceptability of Behavioral Interventions Used in Classrooms: The Influence of Amount of Teacher Time, Severity of Behavior Problem, and Type of Intervention,&quot; I first examine the concept of social validity and related measurement challenges per Wolf's concerns about consumers' subjective reactions to behavior intervention procedures. I claim the genesis of the treatment acceptability research that others and I have completed was primarily motivated to advance the measurement of a subjective and fundamental construct in the process of selecting and implementing interventions in classrooms with teachers and children. With this background, I briefly describe the featured school-focused treatment acceptability study, followed by inferences about its (a) impact on subsequent intervention research and (b) relationship with common behavioral consultation and health care practices. I conclude with some speculations about future acceptability research and the importance of psychologists and educators caring about the social validity of their services.<p /> <p>Language: en</p>",
language="en",
issn="0198-7429",
doi="10.1177/0198742917739021",
url="http://dx.doi.org/10.1177/0198742917739021"
}