A number of different types of socially interactive robots are being used as part of interventions with young children with disabilities to promote their joint attention and language skills. Parents' judgments of two dimensions (acceptance and importance) of the social validity of four different social robots were the focus of the study described in this research report. Results showed that toy-like robots were judged as more acceptable and important compared to humanoid-like robots but that the social validity judgments of all four robots were much lower than found in studies of other types of interventions. The need for additional studies of parents' judgments of socially interactive robots is described.