Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools.

Autor: Locke, Jill, Rotheram-Fuller, Erin, Harker, Colleen, Kasari, Connie, Mandell, David S.
Zdroj: Research in Autism Spectrum Disorders; Jun2019, Vol. 62, p10-17, 8p
Abstrakt: Highlights • This study compared the social functioning of children with ASD who received a: a) Practice-Based; b) Research-Based; or c) Inclusion Only model. • Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings. • Children in the Practice-Based Model had lower solitary engagement and more initiations on the playground than the Research-Based Model. • We can learn from public schools to increase the likelihood of successful use of social skills interventions for children with autism. 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. [ABSTRACT FROM AUTHOR]
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