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Engaging stakeholders to improve social validity: intervention priorities for students with complex communication
Elizabeth E Biggs1, Rebecca Hacker2
1Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA.
Augmentative and Alternative Communication (Baltimore, Md. : 1985)
|February 17, 2021
Summary
Understanding stakeholder priorities is key for effective augmentative and alternative communication (AAC) interventions. Focusing on both child skills and environmental supports, while addressing differing views on self-efficacy, can improve implementation.
Area of Science:
- Speech, Language and Hearing Sciences
- Special Education
- Implementation Science
Background:
- Intervention implementation in practice is influenced by social validity.
- Augmentative and Alternative Communication (AAC) is crucial for children with complex communication needs.
- Understanding stakeholder perspectives is vital for effective intervention design.
Purpose of the Study:
- To explore stakeholder priorities for school-aged AAC users.
- To identify intervention frameworks focusing on skills and environment.
- To understand values influencing intervention perceptions.
Main Methods:
- Qualitative content analysis of semi-structured interviews.
- Inclusion of 19 parents and professionals (teachers, paraprofessionals, SLPs).
- Focus on intervention priorities and underlying stakeholder values.
Main Results:
- Stakeholders identified skills-focused and environment-focused intervention priorities.
- Diverging attitudes emerged regarding self-efficacy and student perceptions.
- Core values significantly influenced stakeholder perceptions of priorities.
Conclusions:
- Social validity is a critical factor in bridging the research-to-practice gap for AAC interventions.
- Addressing differing stakeholder attitudes can enhance intervention effectiveness.
- Future research should consider social validity in developing and implementing AAC interventions.
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