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

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

SUBMITTER: Locke J 

PROVIDER: S-EPMC10038357 | biostudies-literature | 2019 Jun

REPOSITORIES: biostudies-literature