Interventions in Schools for Children with Autism Spectrum Disorder: Methods and Recommendations

Autor/inn/en	Kasari, Connie; Smith, Tristram
Titel	Interventions in Schools for Children with Autism Spectrum Disorder: Methods and Recommendations
Quelle	In: Autism: The International Journal of Research and Practice, 17 (2013) 3, S.254-267 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361312470496
Schlagwörter	Pervasive Developmental Disorders; Autism; Intervention; Barriers; Research; Best Practices; School Role; Research Methodology; Special Education; Educational Environment + Suchen Sie Ihr Suchwort? Autismus; Forschung; Research method; Forschungsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Although researchers have identified many promising teaching strategies and intervention programs for children with autism spectrum disorder, research on implementation of these interventions in school settings has lagged. Barriers to implementation include incompletely developed interventions, limited evidence of their utility in promoting long-term and meaningful change, and poor fit with school environments. To overcome these barriers, interventions need to be detailed in manuals that identify key components yet allow for flexibility, and studies need to evaluate long-term, real-life outcomes. Innovative research strategies also may be important, particularly carrying out research on new interventions in school settings from the outset, conducting partial effectiveness trials in which study personnel administer interventions in school settings, using community-partnered participatory research approaches, and redesigning interventions in a modular format. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10