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

Hodges, Amy, Cordier, Reinie, Joosten, Annette and Bourke-Taylor, Helen (2022) 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. Journal of Autism and Developmental Disorders, 52 (7). pp. 3230-3245. ISSN 0162-3257

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Official URL: https://doi.org/10.1007/s10803-021-05362-5

Abstract

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.

Item Type: Article
Additional Information: Funding information: The authors wish to acknowledge support received from the Australian Government Research Training Program Scholarship and the Clinical Project Grant from DOT WA (Inc).
Uncontrolled Keywords: Psychosocial intervention, School, Autism, Theoretical model, Intervention development
Subjects: L500 Social Work
X900 Others in Education
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User: John Coen
Date Deposited: 26 Nov 2021 10:40
Last Modified: 30 Jun 2022 16:00
URI: http://nrl.northumbria.ac.uk/id/eprint/47847

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