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Collaborative Development and Component Trials of a Comprehensive School-Based Intervention for Children with HFASDS

Authors


  • The research reported in this article was supported by U.S. Department of Education, Institute of Education Sciences Grant R324A080136. Findings and conclusions are those of the author and do not necessarily reflect the views of the funding agency.

Correspondence to: Marcus L. Thomeer, Institute for Autism Research, Canisius College, Science Hall 1016D, 2001 Main Street, Buffalo, NY 14208. E-mail: thomeerm@canisius.edu

Abstract

This study examined the collaborative development of a comprehensive school-based intervention (CSBI) and component feasibility for seven children, aged 7 to 8 years, with high-functioning autism spectrum disorders (HFASDs). In Phase I, focus groups were conducted in two school districts with school staff and/or parents of children with HFASDs. The focus groups examined needs, resources, and barriers related to CSBIs, followed by adaptation of an empirically supported nonschool psychosocial intervention for HFASDs into a CSBI manual. In Phase II, two 4-week component trials examined the feasibility of the five treatment components when administered by school staff. Focus-group meetings were also held during Phase II to revise the CSBI manual as needed. Feasibility was assessed according to the level of treatment fidelity during implementation and teacher- and parent-reported acceptability and satisfaction. Feasibility was supported in high levels of treatment fidelity and teacher- and parent-reported acceptability and satisfaction.

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