Implementation, Evaluation and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting
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Smith-Merry, Jennifer
Costley, Debra
Howlin, Patricia
Sofronoff, Kate
Roberts, Jacqueline
Taffe, John R
Gray, Kylie M
Clarke, Kristina S
Clark, Trevor
Antoinette, M
Horstead, Sian K
Einfeld, Stewart L
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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.
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International Journal of Special Education
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34
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1
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School
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© 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.
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Subject
Specialist studies in education
Education systems
Social Sciences
Education, Special
Education & Educational Research
social skills training
Autism Spectrum Disorder
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Beaumont, 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