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The role of social validity in the design, delivery and evaluation of person-centered interventions and supports

100%
Wheeler J. J.
Człowiek - Niepełnosprawność - Społeczeństwo
|
2019
|
vol. 46(4)
5-12
EN
The construct of social validity was introduced by Montrose M. Wolf (1978) and was defined by three distinct components. These components included (a) the social significance of the goals of treatment, (b) the social appropriateness of the treatment procedures and (c) the social importance of the effects of treatment. The value of social validity in the design, delivery and evaluation of person-centered treatments has been supported over time within the literature. Most notably, Ilene S. Schwartz and Donald M. Baer (1991) spoke to the importance of social validity in terms of designing interventions that were both relevant and valued by consumers. The field of special education has witnessed a significant growth over the past thirty-years in the use of a person-first framework. The merits of social validity for promoting person-first interventions and supports are substantial and include the potential for greater consumer and family engage¬ment, increased adherence to treatment and greater degrees of treatment satisfaction by all parties including teachers, therapists, family members and consumers. Perhaps the greatest benefit is that social validity inputs promote the design and delivery of socially significant interventions and supports and potential quality of life outcomes for consumers in a manner, which honors the intentions of person-centered professional practice. The purpose of this paper will be to provide a research-based rationale for the use of social validity in the design, delivery and evaluation of person-centered interventions and supports.
2
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Zastosowanie modelu Pozytywnej Interwencji i Wspierania Zachowań w pracy edukacyjnej i wychowawczej z uczniami ze specjalnymi potrzebami edukacyjnymi

63%
Skura M., Wheeler J. J.
Niepełnosprawność
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2020
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issue 39
72-96
EN
This paper examines the origin, application and efficacy of positive behavioral interventions and supports (PBIS) which has been widely used in the United States over the past two-decades as an evidence-based practice to address the behavior support needs of children and youth (Horner and colleagues, 1990). Though the origins of PBIS grew from the desire to provide non-aversive behavior supports to persons with disabilities, the use of these practices evolved into a three-tiered model of delivery aimed at primary, secondary and tertiary prevention and intervention. These practices have been demonstrated to be effective for all students, as research evidence has affirmed. The authors address the application of the PBIS model from a theoretical perspective and explore the practical utility of this methodology within the educational framework of Poland.
PL
W artykule przeanalizowano pochodzenie, zastosowanie i skuteczność modelu Pozytywnej Interwencji i Wspierania Zachowań (PBIS), który jest powszechnie stosowany w Stanach Zjednoczonych od dwudziestu lat. To oparte na badanych podejście ma na celu wspieranie dzieci i młodzieży w zakresie ich potrzeb wynikających z trudności w zachowaniu (Horner et al., 1990). Model PBIS powstał z myślą o udzieleniu niedyrektywnego wsparcia osobom z niepełnosprawnością, ale od lat 90 XX w. znalazł również zastosowanie w tworzeniu efektywnych interwencji i programów na trzech poziomach wsparcia w pracy ze wszystkimi dziećmi, co potwierdzają badania naukowe. Autorzy artykułu zajmują się analizą stosowania modelu PBIS z teoretycznego punktu widzenia, ale też podejmują próbę pokazania praktycznych konsekwencji jego zatasowania w realiach polskiej szkoły.
3
Content available remote

Designing Effective Educational Interventions for Students with Autism

63%
Wheeler J. J., Chitiyo M.
Człowiek - Niepełnosprawność - Społeczeństwo
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2015
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issue 1(27)
5-14
EN
It is estimated that autism affects 1% of the world’s population (Elsabbagh, 2012). Given the increased numbers of children being identified with the disorder, many believe that there is a global public health crisis looming. This is in part due to the need for expanded capacity in the area of professional development for teachers and improved educational service delivery systems in many parts of the world. The purpose of this paper will be to describe how to design effective educational interventions for children with autism with an emphasis on building capacity among professionals in underdeveloped regions of the world.
PL
Szacuje się, że autyzmem dotknięty jest jeden procent ludności na świecie (Elsabbagh, 2012). Ze względu na rosnącą liczbę dzieci, u których rozpoznaje się to zaburzenie, wiele osób uważa, że nadciąga ogólnoświatowy kryzys zdrowia publicznego. Wynika to po części z konieczności zwiększenia możliwości w zakresie rozwoju zawodowego nauczycieli oraz stworzenia lepszych systemów dostarczania usług edukacyjnych w wielu częściach świata. Celem niniejszej pracy jest opisanie, w jaki sposób opracowywać skuteczne oddziaływania edukacyjne dla dzieci z autyzmem z naciskiem na budowanie potencjału wśród specjalistów pracujących w słabo rozwiniętych regionach świata.
4
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Forms of Occupational Work for Parents of Children on the Autism Spectrum during the Pandemic: Selected Aspects of Functioning and Children’s Participation in Therapy

51%
Skura M., Steinhagen A., Lorens-Rosa W., Wheeler J. J.
The New Educational Review
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2023
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vol. 74
153-165
EN
This study, conducted during the pandemic, examined if the occupational situation of parents of children with ASD influenced their parenting role and their children’s participation in therapy. We studied three groups of parents in Poland (n=137): non-employed, stationary workers, and remote workers. We tried to establish how parents assessed their competence in implementing therapy recommendations, their child’s functioning and the need for support using the Parental Stress Scale (PSS) and a questionnaire. Results showed that employment status did not affect perceived parental stress levels. The fulfilment of therapy recommendations was similar in the three groups. However, stationary workers felt more competent doing so. The study groups differed in their assessment of difficulties and expected support.
5
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An analysis of teacher perceived barriers to the implementation of evidence-based practices

51%
Wheeler J. J., Carter S. L., Smith S. E.
Człowiek - Niepełnosprawność - Społeczeństwo
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2019
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vol. 43(1)
5-13
EN
Evidence-based practices in the field of special education within the United States has been well defined in the literature yet challenges persist with the widespread implementation of these practices within school settings. There are many factors that can negatively influence the portability of these practices in classroom settings that remain unaddressed in the literature. The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing evidence-based procedures in the area of positive behavioral interventions and supports (PBIS) are described. Data analysis revealed several highly pertinent barriers that teachers face in their attempts to implement evidence-based practices in the classroom. Recommendations for minimizing these implementation barriers are discussed.
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