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It's messy but real: a pilot study of the implementation of a social engagement intervention for children with autism in schools
Author(s) -
Locke Jill,
KangYi Christina,
Pellecchia Melanie,
Mandell David S.
Publication year - 2019
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12436
Subject(s) - autism , intervention (counseling) , fidelity , autism spectrum disorder , inclusion (mineral) , psychology , social engagement , special education , developmental psychology , medical education , pedagogy , medicine , social psychology , psychiatry , sociology , social science , electrical engineering , engineering
Social impairment represents one of the most challenging core deficits of autism spectrum disorder ( ASD ) and greatly affects children's school experiences; however, few evidence‐based social engagement programs have been implemented and sustained in schools. This pilot study examined the implementation and sustainment of a social engagement intervention, Remaking Recess, for four elementary‐aged children with ASD and four school personnel in two urban public schools. The improved peer engagement and social network inclusion outcomes suggest that Remaking Recess can be feasibly implemented in under resourced public schools with fidelity and has the potential to improve child outcomes for children with ASD .