Using Qualitative Research to Examine Social Validity of an Online Parent Implemented Communication Intervention

Yıl 2022, Cilt: 23 Sayı: 1, 643 - 670, 29.04.2022

Yusuf Akemoglu

Öz

Social communication skills are important for all children. However, there children with disabilities need individualized interventions to improve their social communication skills. In general, these interventions are delivered by researchers or educators. Parents also can facilitate this learning and improvement. The interventions delivered by parents must be socially valid, in other words, relevant and meaningful. An intervention package, internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS) is designed to coach parents on shared storybook reading and naturalistic teaching strategies. In this program, the participating parents implemented the communication teaching strategies with fidelity, and their children showed improvement in their communication skills. Semi-structured interviews were conducted to assess the social validity of i-PiCSS. In total, 6 parents were interviewed. Qualitative analyses revealed that the program had high levels of social validity (e.g., goals, outcomes, and procedures).

Anahtar Kelimeler

social validity, qualitative research, special education

Online bir Ebeveyn-aracılı Müdahale Yönteminin Sosyal Geçerliliğinin İncelenmesi: Nitel bir Yaklaşım

Öz

Sosyal iletişim becerileri tüm çocuklar için önemlidir. Bununla birlikte, engelli çocukların sosyal iletişim becerilerini geliştirmek için kişiselleştirilmiş müdahalelere ihtiyaç vardır. Genel olarak, bu müdahaleler araştırmacılar veya eğitimciler tarafından yapılır. Ebeveynler de bu öğrenmeyi ve gelişmeyi kolaylaştırabilir. Ebeveynler tarafından yapılan müdahaleler sosyal açıdan geçerli, başka bir deyişle ilgili ve anlamlı olmalıdır. Bir müdahale paketi, internet tabanlı Ebeveyn aracılı İletişim Stratejileri-Hikâye Kitabı (i-PiCSS), ortak hikâye kitabı okuma ve doğal öğretim stratejileri konusunda ebeveynlere koçluk yapmak için tasarlanmıştır. Bu programda, katılımcı ebeveynler iletişim öğretme stratejilerini doğru bir şekilde uyguladılar ve çocukları iletişim becerilerinde gelişme gösterdiler. Bu çalışmanın amacı i-PiCSS'nin sosyal geçerliliğini değerlendirmektir. Çalışmada nitel araştırma kullanılmış ve yarı yapılandırılmış ebeveyn görüşmeleri yapılmıştır. Toplamda 6 veli ile görüşülmüştür. Nitel görüşme verileri tematik analiz yöntemi kullanılarak yapılmıştır. Nitel analizler, programın sosyal geçerliliğe sahip olduğunu ortaya koymuştur.

Anahtar Kelimeler

Sosyal geçerlilik, Nitel araştırma, engelli eğitimi, özel eğitim

Kaynakça

• Akamoglu, Y., & Meadan, H. (2019). Parent-implemented communication strategies during storybook reading. Journal of Early Intervention, 41(4), 300-320.
• Akamoglu, Y., Ostrosky, M. M., Cheung, W. C., Yang, H. W., Favazza, P. C., Stalega, M. V., & Aronson-Ensign, K. (2019). Move together, communicate together: Supporting preschoolers’ communication skills through physical activities. Early Childhood Education Journal, 47(6), 677-685.
• Akemoglu, Y., Garcia Grau, P., Meadan, H. (2019). Using masked raters to evaluate social validity of a parent-implemented communication intervention. Topics in Early Childhood Special Education. 39(3), 144-155.
• Akemoglu, Y., Hinton, V., Laroue, D., & Jefferson, V. (2021). Parent-implemented shared reading intervention via telepractice. Journal of Early Intervention. Advance online publication. https://doi.org/10.1177%2F10538151211032211
• Akemoglu, Y., Laroue, D., Kudesey, C., Stahlman, M. (in press). Module-based telepractice intervention for parents of children with developmental disabilities. Journal of Autism and Developmental Disabilities.
• Akemoglu, Y., & Tomeny, K. (2021). A parent-implemented shared reading intervention to promote communication skills of preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders. 51, 2974–2987.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
• Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71, 415-430.
• Brantlinger, E., Jimenez, R., Klingner, J. K., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195–207.
• Carter, S. L., & Wheeler, J. J. (2019). The social validity manual: Subjective evaluation of Interventions. Academic Press.
• Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage Publications.
• Chung, M. Y., Meadan, H., Snodgrass, M. R., Hacker, R. E., Sands, M. M., Adams, N. B., & Johnston, S. S. (2020). Assessing the social validity of a telepractice training and coaching intervention. Journal of Behavioral Education, 29, 1-27.
• Denzin, N. K. (2009). The elephant in the living room: Or extending the conversation about the politics of evidence. Qualitative Research, 9(2), 139-160.
• Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Cambridge University Press.
• Horner, R. H., Carr, E. G., Halle, J., Mcgee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
• Joshee, R. (2008). Politics of qualitative research. In L. Given (Ed.), The Sage Encyclopedia of Qualitative Research Methods. Thousand Oaks.
• Kaiser, A. P., & Roberts, M. Y. (2013). Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities. Journal of Speech, Language, and Hearing Research, 56, 295-309.
• Kashinath, S., Woods, J., & Goldstein, H. (2006). Enhancing generalized teaching strategy use in daily routines by parents of children with autism. Journal of Speech, Language, and Hearing Science, 49, 466-485.
• Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York: Oxford University Press.
• Ledford, J. R., Hall, E., Conder, E., & Lane, J. D. (2016). Research for young children with autism spectrum disorders: Evidence of social and ecological validity. Topics in Early Childhood Special Education, 35, 223-233.
• Lyst, A. M., Gabriel, S., O'Shaughnessy, T. E., Meyers, J., & Meyers, B. (2005). Social validity: Perceptions of check and connect with early literacy support. Journal of School Psychology, 43(3), 197-218.
• McDuffie, A., Machalicek, W., Oakes, A., Haebig, E., Weismer, S. E., & Abbeduto, L. (2013). Distance video-teleconferencing in early intervention: Pilot study of a naturalistic parent-implemented language intervention. Topics in Early Childhood Special Education, 33(3), 172-185.
• McDuffie, K. A., & Scruggs, T. E. (2008). The contributions of qualitative research to discussion of evidence-based practice in special education. Intervention in School and Clinic, 44, 91–97.
• Meadan, H., Chung, M. Y., Sands, M. M., & Snodgrass, M. R. (2020). The cascading coaching model for supporting service providers, caregivers, and children. The Journal of Special Education, 54(2), 113-125.
• Meadan, H., Snodgrass, M. R., Meyer, L. E., Fisher, K. W., Chung, M. Y., & Halle, J. W. (2016). Internet-based parent-implemented intervention for young children with autism: A pilot study. Journal of Early Intervention, 38(1), 3-23.
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks.
• Schwandt, T.A. (2006). Opposition redirected. International Journal of Qualitative Studies in Education, 19(6), 803-810.
• Snodgrass, M. R., Chung, M. Y., Meadan, H., & Halle, J. W. (2018). Social validity in single-case research: A systematic literature review of prevalence and application. Research in developmental disabilities, 74, 160-173.
• Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications.
• Trainor, A. A., & Leko, M. (2014). Qualitative special education research: Purpose, rigor, and contribution. Remedial and Special Education, 35(5), 263-266.
• Turan, Y., & Meadan, H. (2011). Social validity assessment in early childhood special education. Young Exceptional Children, 14(3), 13–28.
• Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (Qualitative data analysis in social disipline). (5th ed.). Seçkin publishing.
• 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, 2(2), 203–214.