Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 10-17 |
| Number of pages | 8 |
| Journal | Research in Autism Spectrum Disorders |
| Volume | 62 |
| DOIs | |
| State | Published - Jun 1 2019 |
Fingerprint
Keywords
- Autism
- Implementation
- Practice-based evidence
- Social skills interventions
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Psychology
- Psychiatry and Mental health
Cite this
Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools. / Locke, Jill; Rotheram-Fuller, Erin; Harker, Colleen; Kasari, Connie; Mandell, David S.
In: Research in Autism Spectrum Disorders, Vol. 62, 01.06.2019, p. 10-17.Research output: Contribution to journal › Article
}
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.
PY - 2019/6/1
Y1 - 2019/6/1
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
UR - http://www.scopus.com/inward/record.url?scp=85061991309&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85061991309&partnerID=8YFLogxK
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 -