Kristal E. Ehrhardt

Applied behavior analysis, social validation, and the psychopharmacology of mental retardation

Although rarely used in this context, research techniques associated with applied behavior analysis may be especially useful for examining the effects of psychotropic medications in people with mental retardation. One characteristic of applied behavior analysis is that researchers often report social validity data, in addition to data that quantify the behaviors targeted for change. Social validity data reflect the social significance of target behaviors, the appropriateness of procedures, and the perceived importance of results. They are important because they can be used to predict whether a given intervention will be used and, if used, whether consumers are likely to be satisfied with it. Social validity merits consideration in studies of the psychopharmacology of mental retardation, but researchers have largely ignored the topic. MRDD Research Reviews 1999;5:342–347.

Ethnic Validity and School Psychology: Concepts and Practices Associated With Cross-Cultural Professional Competence

Abstract Many questions have been raised concerning school psychology services for children of diverse ethnic groups. Fundamentally these have related to problem identification, acceptability of interventions, the efficacy of special programs and interventions, and the preparation of professionals to deal with the complexities of multicultural and cross-cultural practice. The construct ethnic validity , as an extension and application of social validity, holds promise for devising ways to address these questions. Within the context of a problem-solving model, ethnic validity is linked to judgments by culturally representative members of the local community in regard to the appropriateness of goals, intervention processes, and outcomes. This article reviews models of ethnic validity and examines the possible contributions of ethnic validity to school psychology practice, training, and research.

Social Validity and Treatment Integrity Data: Reporting in Articles Published in the Journal of Developmental and Physical Disabilities, 1991-1995

In general, social validity data reflect the social significance of target behaviors, the appropriateness of procedures, and the perceived importance of results. Intervention integrity data provide evidence that treatments are implemented in the intended fashion. The present paper discusses social validity and intervention integrity data and considers their possible importance. It also reports how often such data were reported in treatment articles published in theJournal of Developmental and Physical Disabilities from 1991 through 1995. Social validity data were presented in 5 of 39 treatment articles (13%). Intervention integrity data were presented in 9 of 39 articles (23%). When social validity data were presented, reliability and validity of the measures were never discussed. Although it is not necessary to assess social validity or intervention integrity to conduct a quality study, or to publish such a study in theJournal of Developmental and Physical Disabilities, doing so is in many cases relatively easy, and may help readers to evaluate the scientific and practical importance of reported findings.

PASSKey: A Model for Naturalistic Assessment and Intervention Design

Following a discussion of four approaches to childrens services and intervention design, a description of PASSKey, an ecobehavioral and naturalistic approach to intervention design, is presented. PASSKey stands for planned activity, systematic sampling, and keystone behavior, which represent the major components of the model. It has been developed for early intervention consultants to provide technical assistance for intervention planning with young children reported to have learning and/or behavioral problems. The intervention design method capitalizes on existing teacher or parent (or other direct-care providers) competencies and thereby may enhance acceptability and generalizability of interventions. The model is illustrated through an actual case, and implications for practice and research are discussed.Following a discussion of four approaches to childrens services and intervention design, a description of PASSKey, an ecobehavioral and naturalistic approach to intervention design, is presented. PASSKey stands for planned activity, systematic sampling, and keystone behavior, which represent the major components of the model. It has been developed for early intervention consultants to provide technical assistance for intervention planning with young children reported to have learning and/or behavioral problems. The intervention design method capitalizes on existing teacher or parent (or other direct-care providers) competencies and thereby may enhance acceptability and generalizability of interventions. The model is illustrated through an actual case, and implications for practice and research are discussed.

A Bibliometric Analysis of School Psychology International 1995—2007

The present study examined all articles published in School Psychology International from 1995 to 2007 to obtain data relevant to seven research questions: (1) which nations contributed articles to SPI? (2) how many SPI manuscripts involved multi-author (and multi-national) collaboration? (3) which institutions were the most prolific contributors to SPI? (4) what is the self-citation rate in SPI? (5) how often does SPI cite other major school psychology journals? (6) which first authors or editors were most frequently cited in SPI? (7) which books were the most frequently cited in SPI? Results indicate that the journal is broad in scope, interdisciplinary and truly international with respect to its contributors. Moreover, a substantial number of its contributions involve authors from two or more nations. In these regards, SPI is unique and, in our opinion, uniquely important for the international community of school psychologists.

Ecological Foundations of Early Intervention Planned Activities and Strategic Sampling

The purpose of this article was to present strategies for establishing meaningful and coherent goals for early intervention. First, from ecological theory, the natural and empirical bases of intervention design are reviewed, and the concept of fundamental units of analysis is explicatcd. Second, the idea of planned activities, which serve as natural units for intervention decisions, is presented. Third, aspects of sampling relevant for ecological interventions are discussed. Fourth, recommendations are made for using planned activities as a basis for sampling and intervention design. Being guided by planned activities may help resolve some controversial assessment questions and lead to stronger intervention plans, due to the emphasis on fundamental natural units of analysis.

Psychotropic drug treatments for people with autism and other developmental disorders: a primer for practicing behavior analysts.

Many people with developmental disabilities receive medications prescribed to improve behavior. This manuscript overviews the psychopharmacology of developmental disabilities and considers how practitioners can assist in improving the quality of the pharmacological treatments that their clients receive.

Females and Males as Participants in School Psychology Research: Data from Four Journals over 15 Years.

Overall, 35 percent of the articles published in Journal of School Psychology, School Psychology International, School Psychology Quarterly and School Psychology Review from 1985 through 1999 that used participants failed to report whether they were female or male. Three, six and 56 percent of articles with participants used only females, only males, and both females and males, respectively. The failure of many articles to specify the sex of participants is a potentially serious problem. Unless the sex of participants is reported, one cannot ascertain to whom results should generalize or whether the sex of participants affects the variable under investigation. For these and other reasons, we recommend that researchers routinely specify how many of their participants are males and how many are females. This information requires little space to report and in most cases is easy to obtain.

Reporting participant characteristics in intervention articles published in five behavior-analytic journals, 2013–2015.

The current Publication Manual of the American Psychological Association indicates that the sex, race/ethnicity, socioeconomic status, and disability status of research participants should be reported. The present study found that most (90.6%) of the manuscripts describing clinical interventions and published from 2013–2015 in five journals sympathetic to behavior analysis reported the sex of participants. Fewer such articles described participants’ disability status (69.1%), race/ethnicity (10.7%), or socioeconomic status (2.8%). Although there is general agreement that participant characteristics likely to influence responsiveness to the intervention being examined should be reported, there apparently is no agreement as to whether race/ethnicity, socioeconomic status, and disability status constitute such characteristics. The purpose of this article is to encourage authors, reviewers, editors, and readers of behavior-analytic research articles to consider which characteristics of participants merit reporting and the consequences of not consistently reporting those characteristics.

Repeated Interactive Read-Aloud: Enhancing Literacy Using Story Props

Learning to read is one of the greatest achievements of childhood. Not only is the ability to interpret meaning from the written word exciting in its own right, it is also a fundamental skill necessary for development and all future learning. Many people believe that children learn to read once they begin formal schooling; however, emergent literacy actually begins as early as birth. Young children learn literacy skills through interactions with the adults around them and gain the most when those adults, particularly parents and teachers, are both knowledgeable and intentional in how they support and nurture early literacy. Repeated Interactive Read-aloud (RIR-A) is one research-based technique that has been effective in increasing childrens engagement in and understanding and appreciation of reading in preschool and kindergarten settings. Disadvantaged children who have fewer at-home opportunities for literacy development can especially benefit. In this article, Rao, Newlin-Haus, and Ehrhardt provide a highly descriptive, step-by-step explanation of how early childhood educators can incorporate RIR-A into their teaching practice.