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

5 Citations (Scopus)

111 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

Keywords

Autism
Intervention development
Psychosocial intervention
Schools
Theoretical model

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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

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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

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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

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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. Epub 2021 Dec 4. 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

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