This question focuses on the critical ABA principle of social validity and its role in target behavior selection When choosing intervention targets it is paramount to consider the meaningfulness impactfulness and importance of the change to the client and relevant stakeholders Option A Teaching play lines This target is highly socially valid Gavin explicitly wants to participate in the play making it important to him client input Successfully learning the lines would allow him to functionally participate with his peers fostering social inclusion and a sense of achievement within a specific timesensitive event the play is in one month This represents a meaningful and impactful change within a relevant social context The text emphasizes that this is very meaningful and holds a lot of social validity in the moment Option B Communicating with strangers While selfadvocacy is an important skill and Gavin struggles with it teaching him to communicate with strangers in a grocery store is a very specific subskill within selfadvocacy It lacks the immediate timesensitive and highly socially visible component that the school play offers The text indicates we have time to work on the strangers in the grocery store suggesting its less pressing Option C Math fluency There is no information in the scenario suggesting math fluency is a current priority or concern for Gavin making it less relevant than the other options Option D Sweeping floors This is a selfhelp skill which is generally important However similar to option B improving sweeping skills for chore day while valuable does not carry the same immediate social validity personal desire or timesensitive urgency as participating in a school play with peers The text implies this is not as important as the play Therefore teaching Gavin the lines for his school play is the most appropriate and socially valid target to immediately address due to its direct impact on his personal desire peer interaction and the timesensitive nature of the event