Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism

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Sutton, Bronwyn M
Westerveld, Marleen F
Webster, Amanda A
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2021
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Abstract

Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student's daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program.

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Journal of Autism and Developmental Disorders
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© 2021 Springer US. This is an electronic version of an article published in Journal of Autism and Developmental Disorders, 2021. Journal of Autism and Developmental Disorders is available online at: http://link.springer.com/ with the open URL of your article.
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Applied and developmental psychology
Special education and disability
Autism spectrum disorder
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Intervention
School
Social communication
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Sutton, BM; Westerveld, MF; Webster, AA, Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism, Journal of Autism and Developmental Disorders, 2021
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