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

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.

Evaluating the feasibility, fidelity, and preliminary effectiveness of a school-based intervention to improve the school participation and feelings of connectedness of elementary school students on the autism spectrum

“…Intervention resources are made available to schools on a USB memory stick and include professional learning video presentations, an online interactive PDF manual, printable lesson plans, worksheets and resources, and interactive video resources with real-life students on the autism spectrum sharing their school experiences. Refer to Hodges et al [ 21 ] for more information about the conceptualisation of the intervention and the content and delivery of each intervention component, including a schematic overview of whole class lesson topics.…”

“…This study aimed to evaluate the feasibility, fidelity, and preliminary effectiveness of a curriculum embedded, peer supported, teacher led school-based intervention, entitled In My Shoes , with elementary school students on the autism spectrum and their typically developing peers in Western Australia. The development of In My Shoes , from conceptualisation to implementation in the school environment, is described in a recently published paper by Hodges et al [ 21 ]. To investigate feasibility (i.e., the impact an intervention has on its end user and the resources required to successfully implement the intervention [ 22 ]), we evaluated (a) recruitment capability and sample characteristics; (b) data collection procedures and outcome measures (c) appropriateness (i.e., the extent to which In My Shoes is deemed acceptable, satisfying, or appealing to participants); (d) implementation and practicality (i.e., the extent to which In My Shoes can be successfully delivered using existing means and resources [ 23 , 24 ]).…”