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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Autores principales: Hodges, Amy, Cordier, Reinie, Joosten, Annette, Bourke-Taylor, Helen
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Original Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9213293/
https://www.ncbi.nlm.nih.gov/pubmed/34862953
http://dx.doi.org/10.1007/s10803-021-05362-5
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author Hodges, Amy
Cordier, Reinie
Joosten, Annette
Bourke-Taylor, Helen
author_facet Hodges, Amy
Cordier, Reinie
Joosten, Annette
Bourke-Taylor, Helen
author_sort Hodges, Amy
collection PubMed
description 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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10803-021-05362-5.
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spelling pubmed-92132932022-06-23 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 Bourke-Taylor, Helen J Autism Dev Disord Original Paper 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. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10803-021-05362-5. Springer US 2021-12-04 2022 /pmc/articles/PMC9213293/ /pubmed/34862953 http://dx.doi.org/10.1007/s10803-021-05362-5 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Original Paper
Hodges, Amy
Cordier, Reinie
Joosten, Annette
Bourke-Taylor, Helen
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
title 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
title_full 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
title_fullStr 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
title_full_unstemmed 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
title_short 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
title_sort 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
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9213293/
https://www.ncbi.nlm.nih.gov/pubmed/34862953
http://dx.doi.org/10.1007/s10803-021-05362-5
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