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Research articles published during the first 31 years of Journal of Applied Behavior Analysis were assessed for reports of social validity measures. Two measures of social validity (treatment outcome and treatment acceptability) were assessed for each article. In addition, articles were assessed for the incorporation of analog versus naturalistic settings. Overall, treatment outcome and acceptability measures were reported in less than 13% of articles. In addition, studies conducted in naturalistic settings were more likely to report social validity measures than studies conducted in analog settings. Possible reasons for the deficit in the reporting of social validity measures and potential outcomes of this deficit are discussed. Copyright © 1999 John Wiley & Sons, Ltd.

We compared the effects of in-class review questions with and without student-response cards on learning and participation in a community college classroom using an alternating treatments design. In addition, students completed consumer satisfaction questionnaires at 3 points throughout the course. A higher percentage of students earned an A on their end-of-class quiz during classes with response cards than during those without. The use of response cards also resulted in greater student participation compared to classes in which response cards were not used. The consumer satisfaction questionnaire indicated favorable student evaluation of the response-card method of instruction. We discuss these results in the context of extending the research on active student responding in college classrooms.

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