Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study

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

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

School participation and connectedness have significant implications on 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.
Original languageEnglish
Article number108835762110304
Pages (from-to)1-11
Number of pages11
JournalFocus on Autism and Other Developmental Disabilities
Early online date9 Jul 2021
DOIs
Publication statusE-pub ahead of print - 9 Jul 2021

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