Implementation, Evalution and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting

Beaumont, Renae B.; Smith-Merry, Jennifer; Costley, Debra; Howlin, Patricia; Sofronoff, Kate; Roberts, Jacqueline; Taffe, John R.; Gray, Kylie M.; Clarke, Kristina S.; Clark, Trevor; Antoinette Hodge, M.; Horstead, Sian K.; Einfeld, Stewart L.

Abstract

Socialization difficulties in children with an Autism Spectrum Disorder (ASD) are often associated with peer rejection and impaired academic achievement. Schools might appear to offer an ideal setting for social-emotional skills (SES) instruction. However, common challenges to successful implementation of school-based programs include inadequate staffing and resourcing, and a lack of ASD-specific staff training. This paper describes how barriers to program implementation were overcome in a project evaluating the Secret Agent Society (SAS) SES training intervention within Autism Spectrum Australia (Aspect) specialist classes. Questionnaire data was collected from school staff over a one-year period. Findings supported the effectiveness of the adoption process used, and suggest that SAS was feasible and acceptable to school staff.

• Journal Article Type: Article
• Acceptance Date: Dec 19, 2019
• Online Publication Date: Dec 19, 2019
• Publication Date: Dec 19, 2019
• Deposit Date: Jan 6, 2020
• Publicly Available Date: Jan 6, 2020
• Publisher: International Journal of Special Education
• Peer Reviewed: Peer Reviewed
• Volume: 34
• Issue: 1
• Pages: 95-108
• Keywords: Social skills training, Autism Spectrum Disorder, Specialist school, Program implementation
• Public URL: https://nottingham-repository.worktribe.com/output/3676499
• Publisher URL: http://www.internationalsped.com/documents/IJSE-ENTIRE-ISSUE-34-1.pdf