Social validity in single-case research: A systematic literature review of prevalence and application.

Background: Single-case research (SCR) has been a valuable methodology in special education research. Montrose Wolf (1978), an early pioneer in single-case methodology, coined the term "social validity" to refer to the social importance of the goals selected, the acceptability of procedures employed, and the effectiveness of the outcomes produced in applied investigations. Since 1978, many contributors to SCR have included social validity as a feature of their articles and several authors have examined the prevalence and role of social validity in SCR.

Negatively-Reinforced Mands: An Examination of Resurgence to Existing Mands in Two Children With Autism and Language Delays.

In this study, we extended the literature on negatively-reinforced mands by teaching multiple novel, socially appropriate alternative mands to two young children with autism spectrum disorder (ASD). First, we replaced existing mands (e.g.

Mand Training: An Examination of Response-Class Structure in Three Children With Autism and Severe Language Delays.

Our primary purpose in this study was to examine the structure of a response class when new members are acquired through mand training. To do this, we replaced existing mands (e.g.

Examining communication repairs of 2 young children with autism spectrum disorder: the influence of the environment.

Purpose: The purpose of this study was to examine the repair strategies of 2 young children with autism spectrum disorder from an environmental rather than a developmental perspective.

Method: A scripted protocol that included opportunities for requests and repair was followed. The environmental variables investigated were activity type (e.

Teaching VOCA use as a communicative repair strategy.

Students with developmental disabilities often rely on prelinguistic behavior (e.g., reaching, leading) to communicate.

Phonological Awareness and Production: Changes During Intervention.

Changes in feature awareness and production during phonological intervention were examined separatelyin four preschool-aged children with severe phonological impairment. Each received intervention that incorporated attention to the features of three error patterns and provided opportunities to practice productions for those patterns. Awareness skills and productionperformance were assessed repeatedly in the context of a multiple-probe design.