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dc.contributor.authorMacdonald, Libby
dc.contributor.authorKeen, Deb
dc.contributor.authorAshburner, Jill
dc.contributor.authorCostley, Debra
dc.contributor.authorHaas, Kaaren
dc.contributor.authorTrembath, David
dc.date.accessioned2020-01-20T06:53:03Z
dc.date.available2020-01-20T06:53:03Z
dc.date.issued2017
dc.identifier.issn1360-3116
dc.identifier.doi10.1080/13603116.2017.1335355
dc.identifier.urihttp://hdl.handle.net/10072/348932
dc.description.abstractAlthough there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decades to translate into mainstream classroom practice. Thus, current recommendations are that, rather than presenting mainstream school teachers with interventions developed and tested in clinical or special education settings, a participatory research process should be used to facilitate implementation in real-world mainstream classrooms. This article reports on a case study that aimed to refine a structured teaching intervention package for use in mainstream classrooms, while at the same time tailoring research methods for evaluating the package in these settings. The outcomes of the project are presented with respect to (a) the development and refinement of the intervention package in consultation with a mainstream classroom teacher and (b) the lessons learned during the process that other clinical researchers, teachers, and clinicians could apply when implementing educational interventions in mainstream settings.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherTaylor & Francis
dc.relation.ispartofpagefrom1228
dc.relation.ispartofpageto1244
dc.relation.ispartofissue12
dc.relation.ispartofjournalInternational Journal of Inclusive Education
dc.relation.ispartofvolume21
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchSpecialist studies in education not elsewhere classified
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchEducation policy, sociology and philosophy
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390499
dc.subject.fieldofresearchcode4410
dc.subject.fieldofresearchcode3902
dc.titlePiloting autism intervention research with teachers in mainstream classrooms
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyrightThis is an Author's Accepted Manuscript of an article published in the International Journal of Inclusive Education, 21 (12) pp. 1228-1244, 05 Jun 2017, copyright Taylor & Francis, available online at: https://doi.org/10.1080/13603116.2017.1335355
gro.hasfulltextFull Text
gro.griffith.authorKeen, Deb A.
gro.griffith.authorTrembath, David


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