Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools. (June 2019)

• Record Type: Journal Article
• Authors: Locke, Jill; Rotheram-Fuller, Erin; Harker, Colleen; Kasari, Connie; Mandell, David S.
• Is Part Of: Research in autism spectrum disorders. Volume 62(2019)
• Page Start: 10
• Page End: 17
• Publication Date: 2019-06
• Subjects: Practice-based evidence -- Autism -- Social skills interventions -- Implementation; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2019.02.002
• Languages: English
• ISSNs: 1750-9467

Abstract

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.