The social validity of intervention research has been emphasized in special education and related fields for decades. There is relatively little focus on social validity that considers culturally and linguistically diverse populations. Eleven articles met the inclusionary criteria for this systematic review and were evaluated to describe social validity in early language intervention research—specifically with young (birth through 5 years) dual language learners (DLLs). We examined how social validity was considered and addressed, how social validity was measured, and the results of social validity assessments. Definitions of social validity were generally vague, and researchers in most studies only considered social validity post intervention rather than prior to starting or during the interventions. Participants generally viewed interventions positively, but incomplete data were often reported.

中文翻译：

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双语学习者早期语言干预的社会有效性：文献系统回顾

几十年来，特殊教育和相关领域一直强调干预研究的社会有效性。相对较少关注考虑文化和语言多样化人群的社会有效性。11 篇文章符合本系统评价的纳入标准，并被评估以描述早期语言干预研究中的社会有效性——特别是针对年轻（出生至 5 岁）双语学习者 (DLL)。我们研究了如何考虑和解决社会有效性、如何衡量社会有效性以及社会有效性评估的结果。社会效度的定义通常含糊不清，大多数研究中的研究人员只考虑干预后的社会效度，而不是开始之前或干预期间。