Participatory action research (PAR) is a method used to develop interventions with the direct input of stakeholders. Social skills are a core deficit of children with high‐functioning autism spectrum disorders (HFASD) that can affect academic performance and other areas of well‐being, yet empirically supported services are not always available. The current study examined data collected using PAR for the purpose of informing development of a school‐based social skills program for children with HFASD. Both qualitative and quantitative data were collected during focus groups with school staff (n = 14) and parents (n = 2) of children with HFASD and observations of children with HFASD (n = 2) in a full‐inclusion elementary classroom. Results showed that both quantitative and qualitative data yielded helpful and unique forms of information as the first step of PAR, documenting the need for social skills interventions and barriers to implementation.
The goal of this collaboration between a university and two community mental health (CMH) centers was to increase capacity among staff serving children with autism spectrum disorder (ASD) in usual care social skills groups. University researchers observed two usual care social skills groups in two sites; identified needs and strengths; delivered tailored trainings on behavioral management principles; and provided follow-up coaching. After training and coaching, CMH staff demonstrated significant gains in self-reported and observed behavioral management skills. Foundational education in behavior management may benefit successful implementation of ASD-specific evidence based practices in community settings.
This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met.
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