"Naturalistic Developmental Behavioral Interventions (NDBIs) are influenced by applied behavioral and developmental sciences and are considered evidence based practices for children with disabilities. NDBIs are a great match for early childhood practitioners of inclusive preschool classrooms as they embed theoretical views often held by early childhood practitioners while encompassing empirically based strategies for children with disabilities. NDBIs produce positive objective outcomes for children and are designed to be socially valid approaches. Yet, to successfully bring NDBIs into the unique cultural context of inclusive preschool classrooms, the procedures of both the training and coaching intervention and the NDBI approach must be socially valid to the practitioners and stakeholders. Yet, the prevalence of social validity assessment is low within published intervention studies. Along with objectively measured behaviors, researchers must holistically investigate social validity to increase the accessibility of NDBIs implemented by practitioners in natural settings like inclusive preschool classrooms. Study 1 systematically reviews the published practitioner implemented NDBI research to determine current social validity practices related to the goals, procedures, and outcomes of each aspect of intervention implementation. Twenty-two practitioner implemented NDBI studies were identified and of those, 11 studies conducted social validity assessment and were further reviewed to evaluate the components (i.e., goals, procedures, and outcomes) and features of the social validity assessment practices. An in-depth analysis of the relationship of social validity data with outcome data and the use of social validity results in drawing effectiveness conclusions was also conducted. Results indicate that social validity assessment was lacking within practitioner implemented NDBI studies. Training and coaching practitioners to implement NDBIs effectively with high social validity outcomes requires exploration of innovative models. The National Professional Development Center on Autism Spectrum Disorder (NPDC) provides a model for practitioner training and coaching as well as provides users with online training modules including NDBIs. Yet, the N.PDC model requires in-person coaching which may be less time and cost effective compared to technology based ongoing coaching. Study 2 evaluates the use of the Adapted NPDC Model, which incorporates technology based coaching and self-evaluation as well as extensive assessment of social validity. A single-case multiple probe across participant design was employed to evaluate the effects of the Adapted NPDC Model on six participant dyad's practitioner implementation fidelity, frequency of communication opportunities, and frequency of independent child target skill behavior. Within five sessions, all six practitioners reached pre-set performance criteria of two consecutive sessions above 90% implementation fidelity. Changes in practitioner and child behavior generalized to a different activity context and maintained up to five weeks post intervention. Social validity results suggest direct and indirect consumer satisfaction across goals, procedures, and outcomes related to the Adapted NPDC intervention and NDBI implementation. Taken together, Study 1 and 2 findings have implications for research and practice related to the service-need gap in training practitioners of inclusive preschool classrooms. These studies illuminate the importance of interactions and relationships within NDBI implementation research. Overall implications for research and practice as well contributions to the field are also discussed."--Pages ii-iii.
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