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

Yusuf Akemoglu, Pau Garcia-Grau, Hedda Meadan-Kaplansky

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)144-155
Number of pages12
JournalTopics in Early Childhood Special Education
Volume39
Issue number3
DOIs
StatePublished - Nov 1 2019

Keywords

  • parent–child interactions
  • social validity
  • storybook reading

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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