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 / Amy HODGES in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [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 et/ou numérique 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 et/ou numérique] / 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

Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study / Amy HODGES in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 13-23 Titre : Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study Type de document : Texte imprimé et/ou numérique Auteurs : Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur Article en page(s) : 13-23 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  elementary  intervention  inclusion Index. décimale : PER Périodiques Résumé : School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211030483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study [Texte imprimé et/ou numérique] / Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur . - 13-23. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 13-23 Mots-clés : autism spectrum disorder  elementary  intervention  inclusion Index. décimale : PER Périodiques Résumé : School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211030483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

---

1 (1 - 2 / 2)