TY - JOUR
T1 - Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools
AU - Locke, Jill
AU - Rotheram-Fuller, Erin
AU - Harker, Colleen
AU - Kasari, Connie
AU - Mandell, David S.
N1 - Funding Information:
This study was supported by the Autism Intervention Research Network in Behavioral Health from the Maternal and Child Health Research Program, Maternal and Child Health Bureau (Combating Autism Act Initiative), Health Resources and Services Administration (HRSA) , Department of Health and Human Services (Grant # UA3 MC 11055 ), clinical trials number NCT00095420, NIH 5-U54-MH-068172 (PI: Kasari) and NIMH K01MH100199 (PI: Locke). We thank the children, parents, teachers and schools who participated, and the support we received from: Allison Nahmias, Margaret Downey, Rukiya Wideman, and Matthew McFarland.
Funding Information:
This study was supported by the Autism Intervention Research Network in Behavioral Health from the Maternal and Child Health Research Program, Maternal and Child Health Bureau (Combating Autism Act Initiative), Health Resources and Services Administration (HRSA), Department of Health and Human Services (Grant # UA3 MC 11055), clinical trials number NCT00095420, NIH 5-U54-MH-068172 (PI: Kasari) and NIMH K01MH100199 (PI: Locke). We thank the children, parents, teachers and schools who participated, and the support we received from: Allison Nahmias, Margaret Downey, Rukiya Wideman, and Matthew McFarland.
Publisher Copyright:
© 2019
PY - 2019/6
Y1 - 2019/6
N2 - Background: Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method: Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n = 14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n = 45); or c) standard educational practices model (Inclusion Only Model; n = 33) participated. The average age was 8.4 (SD = 1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children's social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results: Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p =.05). Children in the Practice-Based Model had significantly lower solitary engagement (p =.04) and more initiations on the playground than children in the University Developed Model (p =.04). Conclusions: The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools.
AB - Background: Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method: Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n = 14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n = 45); or c) standard educational practices model (Inclusion Only Model; n = 33) participated. The average age was 8.4 (SD = 1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children's social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results: Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p =.05). Children in the Practice-Based Model had significantly lower solitary engagement (p =.04) and more initiations on the playground than children in the University Developed Model (p =.04). Conclusions: The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools.
KW - Autism
KW - Implementation
KW - Practice-based evidence
KW - Social skills interventions
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U2 - 10.1016/j.rasd.2019.02.002
DO - 10.1016/j.rasd.2019.02.002
M3 - Article
AN - SCOPUS:85061991309
VL - 62
SP - 10
EP - 17
JO - Research in Autism Spectrum Disorders
JF - Research in Autism Spectrum Disorders
SN - 1750-9467
ER -
