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dc.contributor.authorBeaumont, Renae B
dc.contributor.authorSmith-Merry, Jennifer
dc.contributor.authorCostley, Debra
dc.contributor.authorHowlin, Patricia
dc.contributor.authorSofronoff, Kate
dc.contributor.authorRoberts, Jacqueline
dc.contributor.authorTaffe, John R
dc.contributor.authorGray, Kylie M
dc.contributor.authorClarke, Kristina S
dc.contributor.authorClark, Trevor
dc.contributor.authorAntoinette, M
dc.contributor.authorHorstead, Sian K
dc.contributor.authorEinfeld, Stewart L
dc.date.accessioned2020-02-11T04:42:16Z
dc.date.available2020-02-11T04:42:16Z
dc.date.issued2019
dc.identifier.issn0827-3383
dc.identifier.urihttp://hdl.handle.net/10072/391329
dc.description.abstractSocialization 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherInternational Journal of Special Education
dc.publisher.urihttp://www.internationalsped.com/
dc.relation.ispartofpagefrom95
dc.relation.ispartofpageto108
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Special Education
dc.relation.ispartofvolume34
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode1303
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation, Special
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordssocial skills training
dc.subject.keywordsAutism Spectrum Disorder
dc.titleImplementation, Evaluation and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationBeaumont, RB; Smith-Merry, J; Costley, D; Howlin, P; Sofronoff, K; Roberts, J; Taffe, JR; Gray, KM; Clarke, KS; Clark, T; Antoinette, M; Horstead, SK; Einfeld, SL, Implementation, Evaluation and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting, International Journal of Special Education, 2019, 34 (1), pp. 95-108
dc.date.updated2020-02-11T04:38:16Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2019 International Journal of Special Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorHowlin, Patricia
gro.griffith.authorClark, Trevor R.


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