Interventions are not always implemented with fidelity in education thereby confining their effectiveness. Socially valid interventions that match the needs and demands of teachers are implemented with more fidelity. This design study aims to elucidate which factors enhance or impede the social validity of an intervention aimed at promoting the social participation of students with disabilities. A social validity assessment via interviews was conducted with 17 kindergarten teachers. The results show that teachers evaluated the intervention on all three dimensions of social validity: goals, procedures, and (expected) effect. Teachers were predominantly positive about the intervention, though, five intervention aspects were considered challenging and need alteration. This study demonstrates that social validity assessment can be a valuable tool in refining interventions.

干预并非总是在教育中忠实执行，从而限制了其有效性。符合教师需求的社会有效干预措施更加忠实。本设计研究旨在阐明哪些因素可增强或阻碍旨在促进残疾学生的社会参与的干预措施的社会有效性。通过访谈对17名幼儿园教师进行了社会有效性评估。结果表明，教师在社会有效性的所有三个维度上评估了干预措施：目标，程序和（预期）效果。尽管干预在五个方面被认为具有挑战性，需要改变，但教师对干预的态度主要是积极的。