NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
It's Messy but Real: A Pilot Study of the Implementation of a Social Engagement Intervention for Children with Autism in Schools
Peer reviewed Peer reviewed
Direct linkDirect link
Locke, Jill; Kang-Yi, Christina; Pellecchia, Melanie; Mandell, David S. – Journal of Research in Special Educational Needs, 2019
Social impairment represents one of the most challenging core deficits of autism spectrum disorder (ASD) and greatly affects children's school experiences; however, few evidence-based social engagement programs have been implemented and sustained in schools. This pilot study examined the implementation and sustainment of a social engagement…
Descriptors: Autism, Interpersonal Competence, Elementary School Students, Pervasive Developmental Disorders
Individual and Organizational Characteristics Predicting Intervention Use for Children with Autism in Schools
Peer reviewed Peer reviewed
Direct linkDirect link
Locke, Jill; Kang-Yi, Christina; Frederick, Lindsay; Mandell, David S. – Autism: The International Journal of Research and Practice, 2020
Several interventions have demonstrated efficacy in improving social outcomes for children with autism, but they often are not used in schools. This study examined individual and organizational factors associated with the use of a research-informed social engagement intervention, Remaking Recess, for children with autism in elementary schools. A…
Descriptors: Individual Characteristics, Predictor Variables, Intervention, Children
Pebbles, Rocks, and Boulders: The Implementation of a School-Based Social Engagement Intervention for Children with Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Locke, Jill; Wolk, Courtney Benjamin; Harker, Colleen; Olsen, Anne; Shingledecker, Travis; Barg, Frances; Mandell, David; Beidas, Rinad – Autism: The International Journal of Research and Practice, 2017
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…
Descriptors: Autism, Evidence Based Practice, Semi Structured Interviews, Administrators