When evaluating interventions and changes in a child’s behavior, it's important to ensure that the observed effects are truly due to the intervention itself, and not influenced by other factors. In research, we refer to these potential influences as threats to internal validity. Here are some common threats to internal validity that parents and teachers should be aware of:
1. History
What it is: This refers to any event or change that happens outside the study but could affect the outcome. For example, a child’s behavior may improve or change because of a family move, a new teacher, or changes in routine—not just the intervention itself.
Why it matters: It's important to consider if any external events have influenced a child’s behavior, which could make it seem like the intervention is more or less effective than it really is.
Example: If a student’s behavior improves after starting a new classroom reward system, but also after the family had a positive change, like a new sibling arriving, the improvement may not be directly linked to the intervention.
2. Maturation
What it is: Maturation refers to changes that naturally occur in a child over time, simply due to growth and development. For example, a child might become more mature, independent, or able to focus better simply because of age or life experiences, not because of the intervention.
Why it matters: Maturation can make it look like an intervention is working when, in fact, the changes are due to the natural growth process of the child.
Example: A child who struggles with attention may show improvements in focus over the course of a school year, but those improvements might just be due to growing older and not the new behavior strategy being used.
3. Other Threats to Internal Validity:
Testing Effects: The act of taking a test or assessment multiple times can itself affect performance. For example, a child may perform better on a second assessment simply because they’ve become more familiar with the testing process.
Instrumentation: Changes in the way data is measured, whether it’s the tools used to track behavior or different observers, can impact results.
Selection Bias: If participants are not randomly assigned, there may be inherent differences between groups that affect the outcomes, rather than the intervention itself.
By being aware of these threats to internal validity, parents and teachers can more accurately assess the effectiveness of interventions and avoid drawing incorrect conclusions about what is or isn’t working. Recognizing these factors also helps when discussing a child’s progress with other educators or professionals.
Understanding these threats ensures that the child’s improvements are genuinely due to the intervention, not other unrelated factors.
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