Three aspects of social validity were evaluated in a program using videotaped peer modeling to
teach job-related social skills to adults with mental retardation. Social validity of training
objectives was addressed through a literature search and interviews with local professionals,
who identified the most relevant training objectives. Social validity of training procedures was
evaluated by trainers, who rated the procedures for ease of use and appropriateness Social
validity of training outcomes was addressed by three judges. Results indicated that most clients
enjoyed the videotapes and participated in the discussions that followed. The judges rated the
clients'posttraining performances in the job-related social skills as improved over pretraining.
It is suggested that criteria for evaluating outcome studies in social work practice include
measures of social validity.
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