“Social Validity Assessment of Job Satisfaction, Resources, and Support Among Educational Service Practitioners for Students with Intellectual and Developmental Disabilities,” an article co-authored by May Institute clinicians Melanie Dubard, Ph.D., BCBA-D, Vice President of Clinical and Educational Services, and James K. Luiselli, Ed.D., ABPP, BCBA-D, Senior Vice President of Applied Research, Clinical Training, and Peer Review, was recently published in the Journal of Developmental and Physical Disabilities.
The article was also co-authored by: Alexis Pittenger of the Kennedy Krieger Institute; Carolyn Barahona, of Butterfly Effects; Rachel N.S. Cavalari, of Binghamton University; and Veronique Parent, of Boston College.
We conducted social validity assessment with educational service practitioners (N=46) to document their satisfaction and acceptance of resources, supports, roles, and responsibilities at a specialized school for children and youth with intellectual and developmental disabilities. The findings revealed several positive ratings as well as other endorsements of programmatic needs. These assessment results informed recommendations for performance improvement and positive staff perceptions. The study illustrates application of social validity assessment to systems issues affecting practitioner training, attitudes, and professional development within human services and behavioral healthcare organizations.