TY - JOUR
T1 - Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum
T2 - A Delphi Study
AU - Hodges, Amy
AU - Cordier, Reinie
AU - Joosten, Annette
AU - Bourke-Taylor, Helen
N1 - Funding information: The authors wish to acknowledge support from Curtin University and the Australian Government Research Training Program scholarship. The authors of the study would also like to express their gratitude to the volunteers who piloted Delphi rounds for clarity and completion time and to the expert clinicians, educators, and researchers who participated in this study.
PY - 2022/3/1
Y1 - 2022/3/1
N2 - School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD.
AB - School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD.
KW - autism spectrum disorder
KW - elementary
KW - inclusion
KW - intervention
UR - http://www.scopus.com/inward/record.url?scp=85110014437&partnerID=8YFLogxK
U2 - 10.1177/10883576211030483
DO - 10.1177/10883576211030483
M3 - Article
SN - 1088-3576
VL - 37
SP - 13
EP - 23
JO - Focus on Autism and Other Developmental Disabilities
JF - Focus on Autism and Other Developmental Disabilities
IS - 1
M1 - 108835762110304
ER -