Social validity is projected in different perspective depending on the understanding that various researchers seek to promote or define. On the question of social validity, Wolf (1978) reflects on the need for people to understand the value of maintaining that element of social acceptance focusing on their varied levels of understanding on different issues. From this perspective, one can take note of the fact that the question of social validity builds upon the quest for people to understand the social appropriateness associated with their actions. In reference to this, one of the critical problems of consideration when making on social validity in whether or not one can achieve the expected levels of social efficacy depending on his or her goals. The issue revolves around whether one ought to take note of his or her overall levels of social acceptance to determine the goals set.
However, one of the critical aspects that are common is that parents play a central role in building the understanding that youths and children have concerning the issue of social validity and acceptance. Kohr, Parrish, Neef, Driessen, Hallinan (1988) highlight the role of parents in building social validity based on a study conducted on eight mothers to determine their positions in interaction with professionals on behalf of their children. The study seeks to validate the skills required for effective communication between parents and professionals. Based on the findings from this study, one can take note of the fact that parent-professional interactions play a central role in creating some element of progress among children. The communications provide them with that basic understanding of socially acceptable practices and norms.
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The respective interactions that parents develop with their children seek to build on social validity, as it provides children with an understanding of practices that would help promote social validity and acceptance. Parents also act as a critical determinant for children in their bid to defining what they ought to expect focusing on their different behaviors. For example, children will learn that engaging in actions such as shouting, throwing objects, and abusing others do not support social validity and acceptance. From that perspective, it becomes much easier for children to coin their understanding of social efficacy to help a specific outcome allowing them to engage in particular actions or set of steps. The expected result from this is that people will enhance their understanding of social validity, which will also be of value in building some element of knowledge on what to expect in defining socially acceptable practices.
Hood, Luczynski, & Mitteer (2017) view the concept of social validity based on the understanding that children, adolescents, and youths define their behaviors and characteristics depending on their engagements with those older than them in any given social institution. The critical element to consider in such interactions is that the adults seek to define what the younger generation ought to expect regarding behaviors. Thus, through these interactions, it becomes much easier for the younger generation to coin their understanding of maintaining social validity depending on the actions expected of them. Additionally, this also seeks to build on the knowledge that social validity would also be projected through an element of connection between social acceptance and overall projection of behavioral correlation. That also helps in reducing instances where youths and adolescents engage in actions that do not conform to the expectation of their respective social institutions.
References
Hood, S. A., Luczynski, K. C., & Mitteer, D. R. (2017). Toward meaningful outcomes in teaching conversation and greeting skills with individuals with autism spectrum disorder. Journal of applied behavior analysis , 50 (3), 459-486.
Kohr, M. A., Parrish, J. M., Neef, N. A., Driessen, J. R., & Hallinan, P. C. (1988). Communication skills training for parents: Experimental and social validation. Journal of Applied Behavior Analysis , 21 (1), 21-30.
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 , 11 (2), 203-214.
