Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism.

ABSTRACT: Few evidence-based practices, defined as the use of empirically supported research and clinical expertise for children with autism, have been successfully implemented and sustained in schools. This study examined the perspectives of school personnel ( n = 39) on implementing a social engagement intervention for children with autism. Semi-structured interviews, informed by the Domitrovich et al. (2008) framework, were conducted. Participants were asked about (1) school factors that affect the general implementation of evidence-based practices, (2) their specific experiences implementing the social engagement intervention, and (3) barriers to and facilitators of implementing the social engagement intervention. Data were analyzed using an integrated approach. General (e.g. implementation proc

SUBMITTER: Locke J 

PROVIDER: S-EPMC5657305 | biostudies-literature | 2017 Nov

REPOSITORIES: biostudies-literature