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The social validity of interventions for promoting preschool childrens peer interactions

Hamilton, David and Zoitas, Aphrodite 2003, The social validity of interventions for promoting preschool childrens peer interactions, Behaviour change, vol. 20, no. 4, pp. 208-217, doi: 10.1375/bech.20.4.208.29380.

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Title The social validity of interventions for promoting preschool childrens peer interactions
Author(s) Hamilton, David
Zoitas, Aphrodite
Journal name Behaviour change
Volume number 20
Issue number 4
Start page 208
End page 217
Publisher Australian Academic Press Pty Ltd
Place of publication Bowen Hills, Qld.
Publication date 2003
ISSN 0813-4839
Summary This analogue study investigated the social validity of classroom interventions designed to promote peer interactions in young children. The influences of child characteristics and diagnostic labels on social validity ratings were examined, as were the relationships among three components of social validity. Forty-two preschool teachers completed a 15-item social validity scale that yielded scores pertaining to intervention goals, procedures and effects. Participants rated three types of intervention, which varied according to individuals targeted and intensity of programming procedures, with reference to one of three case descriptions of children with social interaction problems. Half the participants were provided with the child’s diagnostic label. Results indicated that social validity is affected by interactions between intervention methods and child characteristics. The inclusion of diagnostic labels in the case descriptions had no effect on social validity ratings. Strong positive relationships were found among the components of social validity. Implications for the use of empirically validated interventions in inclusive preschools are discussed.
Language eng
DOI 10.1375/bech.20.4.208.29380
Field of Research 130312 Special Education and Disability
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30004175

Document type: Journal Article
Collection: School of Psychology
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