PDF
FLIP
Authors who publish in this journal agree to the following terms:
Acta Colombiana de Psicología complies with international intellectual property and copyright laws, and particularly with Article No. 58 of the Political Constitution of Colombia, Law No. 23 of 1982, and the Agreement No. 172 of September 30, 2010 (Universidad Católica de Colombia Intellectual Property Regulation).
Authors retain their copyright and grant to the Acta Colombiana de Psicología the right of first publication, with the work registered under Creative Commons attribution license, which allows third parties to use the published material, provided they credit the authorship of the work and the first publication in this Journal.
Abstract
Social validity is focused on analyzing how goals, procedures, and outcomes associated to an intervention program benefit target individuals, and whether the potential of the program’s objectives itself is in turn achieved, including expectation assessment, behavioral changes, opportunities and development of new skills, abilities and strategies. In this sense, the instrumentation of the Ecological Risk/Resilience Model proves to be of great importance, particularly in special education programs focused on reducing risk factors and encouraging resilient behaviors in students with special educational needs (SEN), their parents and teachers. The purpose of this study was to validate –through parents- the acceptability, educational significance and social importance of special education intervention programs based on the above mentioned model. The Social Validity of Special Education Programs Questionnaire was completed by 45 mothers, 10 fathers, and 5 grandfathers of 30 elementary school children identified as having SEN. The main findings showed that fathers noticed increased changes of resilient behaviors in students both at school and at home. Statistically significant differences in some features were found between male and female participants and in every dimension (i.e., acceptability, educational significance and social importance) between participants from both schools. Differences between participants regarding the type of SEN addressed by the programs were not found, which emphasizes the educational relevance of programs developed under this model.
Keywords:
References
Acle-Tomasini, G. (2013). Investigación en educación especial (2002-2011): Logros y desafíos. En: De Agüero-Servín, M. (Coord.) Aprendizaje y Desarrollo 2001-2011. (pp. 21-109). México: COMIE-ANUIES.
Acle, T. G. (2012). Resiliencia y factores asociados con la integración escolar de menores con discapacidad o con aptitudes sobresalientes. En. G. Acle Tomasini. (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 23-56). España: GEDISA-UNAM-FES Zaragoza.
Acle, T.G., Roque, H. M.P., Zacatelco, R.F., Lozada, G. R. & Martínez, B. M.L. (2007). Discapacidad y rezago escolar: Riesgos actuales. Acta Colombiana de Psicología, 10(2), 19-30.
Barret, P. M., Shortt, A. L.,Fox, I.T.& Wescombe, K. (2001). Examining the social validity of the Friends treatment program for anxious children. Behavior Change, 18(2), 63-77.
Bronfenbrenner, U. (1987). La ecología del desarrollo humano. España, Paidós.
Carter, S.L. (2010). The social validity manual. A Guide to subjective evaluation of behavior interventions. San Diego, USA: Academic Press
Chávez, S. B.I. & Zacatelco, R. F. (2012). Enriquecimiento de la creatividad: alternativa para promover conductas resilientes en niños sobresalientes de segundo ciclo de primaria. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 325-356). España: GEDISA-UNAM-FES Zaragoza.
Cid, C. D. (2011). Promoción de comportamientos resilientes en niños con problemas de conducta. (Master’s Profesional Experience Report, unpublished). México: Programa de Maestría y Doctorado en Psicología de la Universidad Nacional Autónoma de México.
Cook, B.G, Tankersley, M. & Hajursola-Webb (2008). Evidencebased special education and professional wisdom. Putting it all together. Intervention in school and clinics, 44(2), 105-111.
Cook, B.G., Tankersley, M., Cook, L. & Landrum, T.J. (2008). “Examining the role of group experimental research in establishing evidenced-based practices”. Intervention in School and Clinic, 44(2), 76-82.
Creswell, J. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. USA: Pearson.
Daunic, A., Smith, S.W., Brank, E.M. & Penfield, R. (2006). Classroom-based cognitive-behavioral intervention to prevent aggression: Efficacy and social validity. Journal of School psychology, 44(2), 123-139.
Durlak, J.A. & Du Pre, E.P. (2008). Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation. American Journal of Community Psychology, 41(3-4), 327-350.
Foster, Sh. L. & Mash, E.J. (1999). Assessing Social Validity in Clinical Treatment Research. Issues and Procedures. Journal of Consulting and Clinical Psychology, 673, 308-319.
Fraser M.W. (2004). Risk and Resilience in childhood. An Ecological Perspective. Washington, D.C.: National Association of Social Workers Press.
Fuchs, L.S., Fuchs, D. & Speece, L. (2002). Treatment Validity A Unifying Construct for Identifying Learning Disabilities. Learning Disability Quarterly, 25(1). 33-45.
Gómez, G. M. (2011). Modelo de evaluación e intervención en niños con problemas de lenguaje oral y escrito en los primeros grados de primaria. (Master’s Profesional Experience Report, unpublished). México: Programa de Maestría y Doctorado en Psicología de la Universidad Nacional Autónoma de México
Gresham, F. M., Cook, C. R., Crews, S. D & Kern, L. (2004). Skills Training for Children and Youth with Emotional and Behavioral Disorders: Validity Considerations and Future Directions. Behavioral Disorders, 30(1), 32-46.
Hurley, J. (2012). Social Validity Assessment in Social Competence Interventions for Preschool Children: A Review. Topics in Early Childhood Special Education, 32, 164-174.
Lane, K.L., Harris, K. R., Graham, S., Weisenbach, J.L., Brindel, M. & Morphy, P. (2008). The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-grade Students with Behavioral and Writing Difficulties. Journal of Special Education, 41, 234-253.
Lindo, E. & Elleman, A.M. (2010). Social Validity’s Presence in Field-Based Reading Intervention Research. Remedial and Special Education, 31(6), 489-499.
Domínguez, M. D.L. (2012). Modelo de evaluación e intervención para niños que presentan problemas de conducta. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 249-287). España: GEDISA-UNAM.
Martínez, B. M.L. & Lozada, G. R. (2012). Desarrollo y apropiación de conductas resilientes en niños con problemas de lenguaje oral y escrito. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 166-204). España: GEDISA-UNAM-FES Zaragoza.
Martínez, G. G, Martínez, B. M. L. & Acle, T. G. (2012). Promoción de conductas resilientes para niños de primer ciclo con dificultades en lectoescritura. En: G. Acle-Tomasini (Coord.). Resiliencia en educación especial: una experiencia en la escuela regular (255-306). España: GEDISA-UNAMFES Zaragoza.
Meléndez, C. J. (2012). Programa para niños con discapacidad intelectual leve y bajo rendimiento intelectual: Un enfoque resiliente. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 132-165). España: GEDISA-UNAM-FES Zaragoza.
Méndez, A. R. (2010). Modelo de atención para estudiantes de primer ciclo de primaria con problemas de lenguaje oral y/o escrito. (Master’s Profesional Experience Report, unpublished). México: Programa de Maestría y Doctorado en Psicología de la Universidad Nacional Autónoma de México.
Miramontes, N.Y. (2010). Social Validity of a Positive Behavior Model. (Thesis for Educational Specialist unpublished). Department of Counseling Psychology and Special Education. Brigham Young University. Utah, USA.
Olive, M.L. & Liu, Y.J. (2005). Social Validity of Parent and Teacher Implemented Assessment Based Interventions for Challenging Behavior. Educational Psychology, 25(2-3), 305-312.
Papalia-Berardi, A. & Hall, T.E. (2007). Teacher Assistance Team Social Validity: A Perspective from General Education Teachers. Education and Treatment of Children, 30(2), 89-110.
Reimers, T.M., Wacker D.P., Derby, M.K. & Cooper, L.J. (1995). Relationship Between Parental Attributions and the Acceptability of Behavioral Treatments for their Child’s Behavior. Behavioral Disorders, 20, 171-178.
Reimers, T.M., Wacker D.P., Derby, M.K. & Cooper, L.J. (1995). Relationship Between Parental Attributions and the Acceptability of Behavioral Treatments for their Child’s Behavior. Behavioral Disorders, 20, 171-178.
Romero, G. E. (2012). Modelo de atención para niños con aptitudes sobresalientes de primer ciclo de primaria. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 288-324). España: GEDISA-UNAM-FES Zaragoza.
Sdudsawad, P. (2009) Developing a Social Vvalidity Model for Effective Utilization of Disability and Rehabilitation Research. National Institute on Disability and Rehabilitation Research, Project # H133A031402). Consultado el 9 de agosto de 2011, http://www.researchutilization.org/matriz/generate/switzerreport.html.
Strain, P.S., Barton, E.E. & Dunlap, G (2012). Lessons Learned about the Utility of Social Validity. Education and Treatment of Children 35(2), 183-200.
Turan, Y. & Meadan, H. (2011). Social Validity Assessment in Early Childhood Special Education. Young Exceptional Children. 14: 13-28.
Turan, Y. & Erbaş, D. (2010). Social Vvalidity in Special Education. The Journal of International Social research, 3(10), 605-612.
Waxman, C.H., Padrón, N.Y. & Gray, J.P. (2004). Educational Resiliency. Student, Teacher, and School Perspectives. Connecticut: IAP.
Wolf, M.M. (1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214.
Zacatelco, R. F., Hernández, C. R. & Acle, T.G. (2012). Enriquecimiento de la creatividad escrita en alumnos sobresalientes de tercer ciclo de primaria. En. G. Acle Tomasini (Coord.). Resiliencia en educación especial. Una experiencia en la escuela regular (pp. 356-385). México: GEDISA-UNAMFES Zaragoza.
Reference by
