Building Capacity to Support Students with Autism Spectrum Disorder: A Modular Approach to Intervention

There is a large gap between research-based interventions for supporting children with autism spectrum disorder (ASD) and current practices implemented by educators to meet the needs of these children in typical school settings. Myriad reasons for this gap exist including the external validity of ex...

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Bibliographic Details
Published in:Education & treatment of children 2018-02, Vol.41 (1), p.107-138
Main Authors: Anderson, Cynthia M., Smith, Tristram, Iovannone, Rose
Format: Article
Language:English
Subjects:
Autism
Autism Spectrum Disorders
Autistic children
Barriers
Behavior Problems
Capacity Building
Care and treatment
Children & youth
Classrooms
Coaching (Performance)
Developmental disabilities
Discrimination Learning
Early intervention
Education
Educational Strategies
Evidence-based practice
FORUM
Grade 4
Individualized Education Programs
Individualized Instruction
Interaction
Intervention
Intervention (Psychology)
Learning Modules
Learning Strategies
Mental health
Methods
Outcomes of Education
Peer Teaching
Pervasive Developmental Disorders
Program Effectiveness
Program Implementation
Reading Comprehension
School psychologists
Social Development
Special education
Student Needs
Students
Teachers
Teaching Methods
Teamwork
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Description
Summary:There is a large gap between research-based interventions for supporting children with autism spectrum disorder (ASD) and current practices implemented by educators to meet the needs of these children in typical school settings. Myriad reasons for this gap exist including the external validity of existing research, the complexity of ASD, and constraints on service delivery systems. Thus, a systematic approach is needed to adapt research-based interventions for use in typical school settings. One way to address these challenges is a modular intervention framework. In this article, we describe how a modular intervention framework could be implemented in schools. A case study is used to illustrate implementation of the framework.
ISSN:0748-8491
1934-8924
1934-8924
DOI:10.1353/etc.2018.0004