Engaging stakeholders to improve social validity: intervention priorities for students with complex communication needs

Biggs, Elizabeth E.; Hacker, Rebecca E.

doi:10.1080/07434618.2021.1881824

Cited by 17 publications

(9 citation statements)

References 29 publications

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“…However, other research provides insight that may be useful. For example, Biggs and Hacker (2021b) investigated stakeholders’ different intervention priorities for their students with complex communication needs and found that attitudes toward intervention goals, philosophies, and perceptions of students varied widely. Furthermore, these differences in beliefs and viewpoints had eroded trust in many relationships (e.g., “I feel like my biggest struggle is the other people” [Biggs & Hacker, 2021b, p. 34]).…”

Section: Discussionmentioning

confidence: 99%

“…For example, Biggs and Hacker (2021b) investigated stakeholders’ different intervention priorities for their students with complex communication needs and found that attitudes toward intervention goals, philosophies, and perceptions of students varied widely. Furthermore, these differences in beliefs and viewpoints had eroded trust in many relationships (e.g., “I feel like my biggest struggle is the other people” [Biggs & Hacker, 2021b, p. 34]). Related to building trust with family members, Mandak and Light (2018) found that school-based SLPs wanted to partner with families but felt dissatisfied with their ability to do so, including because of limited time, disagreements about communication goals or the use of AAC, and lack of confidence in their ability to support family-centered partnerships.…”

Section: Discussionmentioning

confidence: 99%

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Professional Networks of Special Educators and Speech-Language Pathologists Working With Students Who Use Augmentative and Alternative Communication

Biggs

Bumble

Hacker

2022

Remedial and Special Education

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Supporting students with complex communication needs requires collaboration within and beyond the school system. Through a state-wide survey, this quantitative descriptive study used social network analysis to examine the professional networks and collaboration patterns of 325 special education teachers and 189 speech-language pathologists who worked with students with complex communication needs. Findings revealed wide variability in network size and function across these educators. Information is reported about collaborative partners, frequency of communication, perceptions of trust, and exchange of supports across relationships (i.e., informational, tangible, emotional supports). Teachers and speech-language pathologists who worked with students with access to high-tech augmentative and alternative communication (AAC) had larger professional networks than those whose students only used unaided AAC (e.g., gestures, signs) or low-tech AAC such as picture symbols. This research provides an important first look at AAC-related professional networks and collaboration patterns within these networks to inform future research and practice.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Professional Networks of Special Educators and Speech-Language Pathologists Working With Students Who Use Augmentative and Alternative Communication

Biggs

Bumble

Hacker

2022

Remedial and Special Education

Self Cite

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“…For example, evidence‐based interventions that do not align with stakeholders’ priorities are unlikely to be used over time or implemented with fidelity. That is, interventions that are not socially valid are not likely to work in real life, even if there is substantial evidence that they work (Biggs & Hacker, 2021; Marchant et al., 2013). Therefore, considering the social validity of an intervention is equally important as verifying that the intervention is an evidence‐based practice.…”

Section: Defining Social Validitymentioning

confidence: 99%

“…However, there are considerations beyond effectiveness that are important when evaluating and deciding which interventions to use. Namely, educators should think about the social validity of an intervention's goals, procedures, and outcomes (Wolf, 1978) because this influences the likelihood of an evidence‐based intervention's success each time it is used in a new context (Biggs & Hacker, 2021; Fixsen et al., 2013; Marchant et al., 2013). Therefore, the purpose of this article is to provide an introduction to social validity, with the intent of supporting practitioners and other research consumers in becoming informed consumers of research so they can better translate research to practice and improve learner outcomes.…”

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confidence: 99%

Considering Social Validity in Special Education Research

Snodgrass,

Cook,

Cook

2023

Learning Disabilities Research & Practice

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This article is part of a special LDRP research‐to‐practice series introducing key concepts to enable special education practitioners and other nonresearchers to be more informed research consumers. In the article, we explore how social validity is assessed in special education research and how to interpret social validity assessments. Rather than focusing on measuring intervention effects, social validity involves assessing the social importance of the goals, procedures, and outcomes of interventions and programs. We define social validity, provide questions to consider when examining assessments of social validity in research papers, review approaches commonly used to assess social validity with examples from the research literature, and make recommendations for reconciling findings of positive intervention effects on targeted outcomes but absent or negative findings related to social validity in a study. Our take‐home message is that considering social validity assessments helps research consumers interpret study findings and informs how to apply findings in practice.

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“…This research was part of a larger project focused on understanding the perspectives of stakeholders of students with complex communication needs on issues related to social validity and implementation science (Fixsen et al, 2009;Wolf, 1978). This study focused specifically on challenges and facilitators to successful intervention, while a separate manuscript addressed stakeholders' views about intervention priorities (Biggs & Hacker, 2021).…”

mentioning

confidence: 99%

Ecological Systems for Students Who Use AAC: Stakeholders’ Views on Factors Impacting Intervention and Outcomes

Biggs

Hacker

2021

Research and Practice for Persons with Severe Disabilities

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Although substantial evidence demonstrates the effectiveness of augmentative and alternative communication (AAC) intervention for students with severe disabilities who have complex communication needs, increasing importance is being placed on understanding how to move research into practice. This descriptive qualitative study focused on understanding the views of 19 parents and professionals (i.e., special education teachers, paraeducators, and speech-language pathologists) related to factors impacting intervention and outcomes for students with complex communication needs. Within an implementation science perspective, analysis involved applying ecological systems theory to understand factors across systems acting as challenges or facilitators to effective AAC intervention and to outcomes more broadly for students with complex communication needs. Findings produce insight into the ways student-related and micro-, meso-, macro-, and exosystem factors impact intervention implementation and outcomes, highlighting the importance of cross-cutting factors associated with AAC access, family–school partnerships and supports, and inclusive education. Implications for research and practice are discussed related to how these findings can be used to bridge the gap between research and practice for students with complex communication needs.

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Engaging stakeholders to improve social validity: intervention priorities for students with complex communication needs

Cited by 17 publications

References 29 publications

Professional Networks of Special Educators and Speech-Language Pathologists Working With Students Who Use Augmentative and Alternative Communication

Professional Networks of Special Educators and Speech-Language Pathologists Working With Students Who Use Augmentative and Alternative Communication

Considering Social Validity in Special Education Research

Ecological Systems for Students Who Use AAC: Stakeholders’ Views on Factors Impacting Intervention and Outcomes

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