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

Abstract

In My Shoes is a peer supported, teacher-led, school-based intervention that aims to improve the school participation and connectedness of students on the autism spectrum. The aim of this study was to explore the feasibility, fidelity, and preliminary effectiveness of In My Shoes in mainstream elementary schools. Ten Grade 3 and 4 students on the autism spectrum and 200 of their typically developing peers across eight classrooms and six schools participated. The following aspects of feasibility were explored: recruitment capability and sample characteristics, data collection procedures and outcome measures, appropriateness, implementation, and practicality of the intervention. Fidelity was explored by evaluating the delivery of intervention components against set criteria. Preliminary effectiveness was investigated by evaluating changes in intervention outcomes pre-post intervention using a range of outcome measures. Study findings are encouraging, suggesting In My Shoes is a feasible and appropriate intervention, and shows promise in improving the self-report school engagement of all student participants, as well the classroom participation and subjective school experiences of students on the autism spectrum. Useful insights into ways the intervention and the design of future research can be improved are discussed.

Heated Behaviour in the Classroom for Children with FASD: The Relationship between Characteristics Associated with ADHD, ODD and ASD, Hot Executive Function and Classroom Based Reward Systems

“…Co-production models of intervention which harness stakeholder involvement from students and educators have been found to be effective in improving issues such as mental health, psychological well-being, and school inclusion. Psychological theory to underpin the intervention [ 55 ] and peer-involvement [ 56 ] has led to successful interventions which benefit cohorts of students in the classroom regardless of diagnostic condition. Taking a heath-based approach to identifying barriers to interventions in educational settings, and ways to overcome them, such as the Behaviour Change Wheel taxonomy [ 30 ] could be beneficial.…”

Assessment Fidelity of Parents Implementing a Standardized Telehealth Infant Autism Screener

“…Assessment fidelity can also increase accuracy and rigor of assessment procedures through the improvement of training manuals and protocols (Mazumdar & Donovan, 2020; Reed & Sturges, 2012; Richardson et al, 2016; Spell et al, 2020). Although many studies have examined fidelity of intervention implementation (e.g., Gunderson et al, 2022; Hodges et al, 2022), there are few that evaluate the fidelity of assessment implementation either in person or via telehealth formats. Furthermore, the bulk of the existing literature is limited to assessments of aphasia and school-based performance (Dekhtyar et al, 2020; Grisham-Brown et al, 2008; Reed et al, 2014; Reed & Sturges, 2012; Richardson et al, 2016; Spell et al, 2020); only one study examined the assessment fidelity within a pediatric telehealth context (Dekhtyar et al, 2020).…”