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ERIC Number: EJ1218772
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0279-6015
EISSN: N/A
Remaking Recess Intervention for Improving Peer Interactions at School for Children with Autism Spectrum Disorder: Multisite Randomized Trial
Shih, Wendy; Dean, Michelle; Kretzmann, Mark; Locke, Jill; Senturk, Damla; Mandell, David S.; Smith, Tristram; Kasari, Connie
School Psychology Review, v48 n2 p133-144 2019
There is a prevailing need for social skills interventions that staff in public schools can deliver effectively to children with autism spectrum disorder (ASD). The present study leveraged partnerships among three large urban school districts and researchers at academic institutions to design and evaluate a social skills intervention, Remaking Recess (RR). In RR, members of the research team coached school personnel on strategies to increase peer engagement and social networking during unstructured times (i.e., recess or lunch). A three-site, randomized trial enrolled 80 children with ASD in 69 general education classrooms, grades K-5, in 35 public schools across three large urban districts. Children in RR were more included in peer social networks at follow up than children in the wait-list group based on peer sociometric ratings, F(1,118) = 1.97, p = 0.05. While there was no main effect of the intervention on peer joint engagement, children spent less time in solitude during recess in RR than in the wait-list group, F(1,76) = 4.01, p = 0.049. School personnel could implement the intervention and found it easy to use in a school setting. These results suggest that a personnel-facilitated intervention holds promise when it comes to changing school social environments and improving social outcomes for children with ASD.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Health Resources and Services Administration (DHHS); National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: California (Los Angeles); Pennsylvania (Philadelphia); New York (Rochester)
Grant or Contract Numbers: UA3MC11055; K01MH100199