Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers

Limited interventions exist that support student’s school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and thei...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2022-07, Vol.52 (7), p.3230-3245
Main Authors: Hodges, Amy, Cordier, Reinie, Joosten, Annette, Bourke-Taylor, Helen
Format: Article
Language:English
Subjects:
Autism
Autistic children
Behavioral Science and Psychology
Care and treatment
Child and School Psychology
College professors
Education
Educational aspects
Elementary School Students
Elementary schools
Intervention
Learning
Literature reviews
Neurosciences
Original Paper
Participation
Pediatrics
Peers
Pervasive Developmental Disorders
Psychology
Public Health
School based intervention
Social aspects
Student Participation
Systematic review
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Description
Summary:Limited interventions exist that support student’s school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention . A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-021-05362-5