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

Amy Hodges; Reinie Cordier; Annette Joosten; Helen Bourke-Taylor

doi:10.1007/s10803-021-05362-5

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

Amy Hodges, Reinie Cordier^*, Annette Joosten, Helen Bourke-Taylor

^*Corresponding author for this work

Social Work, Education & Community Wellbeing

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

45 Downloads (Pure)

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.

Original language	English
Pages (from-to)	3230–3245
Number of pages	16
Journal	Journal of Autism and Developmental Disorders
Volume	52
Issue number	7
Early online date	4 Dec 2021
DOIs	https://doi.org/10.1007/s10803-021-05362-5
Publication status	Published - 1 Jul 2022

Access to Document

10.1007/s10803-021-05362-5Licence: CC BY

Manuscript_4.9.2021 HodgesAccepted author manuscript, 565 KB
Final published versionFinal published version, 2.18 MBLicence: CC BY
Advance online versionFinal published version, 2.2 MBLicence: CC BY

Fingerprint

Dive into the research topics of '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'. Together they form a unique fingerprint.

Cite this

Hodges, A., Cordier, R., Joosten, A., & Bourke-Taylor, H. (2022). 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. Journal of Autism and Developmental Disorders, 52(7), 3230–3245. https://doi.org/10.1007/s10803-021-05362-5

@article{412ffa1e71b746c0a59553fd2e20f854,

title = "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{\textquoteright}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.",

keywords = "Autism, Intervention development, Psychosocial intervention, Schools, Theoretical model",

author = "Amy Hodges and Reinie Cordier and Annette Joosten and Helen Bourke-Taylor",

note = "Funding information: The authors wish to acknowledge support received from the Australian Government Research Training Program Scholarship and the Clinical Project Grant from DOT WA (Inc).",

year = "2022",

month = jul,

day = "1",

doi = "10.1007/s10803-021-05362-5",

language = "English",

volume = "52",

pages = "3230–3245",

journal = "Journal of Autism and Developmental Disorders",

issn = "0162-3257",

publisher = "Springer",

number = "7",

}

Hodges, A, Cordier, R, Joosten, A & Bourke-Taylor, H 2022, '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', Journal of Autism and Developmental Disorders, vol. 52, no. 7, pp. 3230–3245. https://doi.org/10.1007/s10803-021-05362-5

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. / Hodges, Amy; Cordier, Reinie; Joosten, Annette et al.

In: Journal of Autism and Developmental Disorders, Vol. 52, No. 7, 01.07.2022, p. 3230–3245.

Research output: Contribution to journal › Article › peer-review

TY - JOUR

T1 - Closing the Gap Between Theory and Practice

T2 - Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers

AU - Hodges, Amy

AU - Cordier, Reinie

AU - Joosten, Annette

AU - Bourke-Taylor, Helen

N1 - Funding information: The authors wish to acknowledge support received from the Australian Government Research Training Program Scholarship and the Clinical Project Grant from DOT WA (Inc).

PY - 2022/7/1

Y1 - 2022/7/1

N2 - 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.

AB - 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.

KW - Autism

KW - Intervention development

KW - Psychosocial intervention

KW - Schools

KW - Theoretical model

UR - http://www.scopus.com/inward/record.url?scp=85120639970&partnerID=8YFLogxK

U2 - 10.1007/s10803-021-05362-5

DO - 10.1007/s10803-021-05362-5

M3 - Article

VL - 52

SP - 3230

EP - 3245

JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

SN - 0162-3257

IS - 7

ER -

Hodges A, Cordier R, Joosten A, Bourke-Taylor H. 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. Journal of Autism and Developmental Disorders. 2022 Jul 1;52(7):3230–3245. https://doi.org/10.1007/s10803-021-05362-5

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

Access to Document

Other files and links

Fingerprint

Cite this