Effective, But Do We Know If It Is Accepted? Examining the Social Validity of Autism Evidence-Based Practices.
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| Title: | Effective, But Do We Know If It Is Accepted? Examining the Social Validity of Autism Evidence-Based Practices. |
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| Authors: | Fleury, Veronica P.1 (AUTHOR) vpfleury@fsu.edu, Marti, Peter1 (AUTHOR), Williams, Alice2 (AUTHOR) |
| Source: | Education & Training in Autism & Developmental Disabilities. Jun2026, Vol. 61 Issue 2, p214-235. 22p. |
| Subject Terms: | *Client satisfaction, *Caregivers, *Autism, *Teaching methods, *Autistic people, Social acceptance, Treatment effectiveness |
| Abstract: | Contemporary evidence-based decision frameworks recommend that educational practice integrate strategies supported by scientific evidence, with data to demonstrate individual effectiveness, and consumer perspectives. While large-scale reviews like the National Clearinghouse on Autism Evidence and Practice (NCAEP) identify empirically supported strategies, social validation can help us understand if practices align with consumer values. We conducted a secondary analysis of studies included in the NCAEP technical report to examine researchers' use of social validation measures across the autism intervention literature. Results indicated 27.89% of studies included social validity, with researchers predominantly relying on subjective rather than objective measures. Caregivers were the primary informants in early childhood studies, and autistic individuals predominantly assessed social validity in adolescent and young adult studies. Furthermore, fewer than half of these assessments evaluated the full social validity construct, which encompasses intervention goals, procedures, and outcomes. These findings offer opportunities for improving social validation practices in autism research. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Contemporary evidence-based decision frameworks recommend that educational practice integrate strategies supported by scientific evidence, with data to demonstrate individual effectiveness, and consumer perspectives. While large-scale reviews like the National Clearinghouse on Autism Evidence and Practice (NCAEP) identify empirically supported strategies, social validation can help us understand if practices align with consumer values. We conducted a secondary analysis of studies included in the NCAEP technical report to examine researchers' use of social validation measures across the autism intervention literature. Results indicated 27.89% of studies included social validity, with researchers predominantly relying on subjective rather than objective measures. Caregivers were the primary informants in early childhood studies, and autistic individuals predominantly assessed social validity in adolescent and young adult studies. Furthermore, fewer than half of these assessments evaluated the full social validity construct, which encompasses intervention goals, procedures, and outcomes. These findings offer opportunities for improving social validation practices in autism research. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 21541647 |
| DOI: | 10.1177/21541647261460792 |
