[article] 
inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3230-3245

Titre :	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
Type de document :	texte imprimé
Auteurs :	Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur
Article en page(s) :	p.3230-3245
Langues :	Anglais (eng)
Mots-clés :	Autism Spectrum Disorder/therapy  Autistic Disorder  Concept Formation  Humans  Schools  Students  Autism  Intervention development  Psychosocial intervention  Theoretical model
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05362-5
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

[article] 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 [texte imprimé] / Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur . - p.3230-3245.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3230-3245

Mots-clés :	Autism Spectrum Disorder/therapy  Autistic Disorder  Concept Formation  Humans  Schools  Students  Autism  Intervention development  Psychosocial intervention  Theoretical model
Index. décimale :	PER Périodiques
Résumé :	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.
En ligne :	http://dx.doi.org/10.1007/s10803-021-05362-5
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477