Smith
UCLA: Connie Kasari, Nancy Huynh, Mark Kretzmann, Michelle Dean University of Pennsylvania: David Mandell, Jill Locke, Erica Reisinger University of Rochester: Tristram Smith, Christopher Clinton, Susan A. Hetherington, Suzannah Iadarola, José Pérez-Ramos Partnership of Stakeholders in the Los Angeles Unified School District, School District of Philadelphia, and Rochester City School District
Overview • Aim: Implement evidence-based interventions for students with ASD in under-resourced schools • Approach: Community-participatory partnered research – Co-equal relationship between investigators and community members – Project guided by partnership composed of 10-12 individuals, including administrators, teachers, parents, and investigators
Project Outline Year 1
Year 2
Year 3
• Form partnership • Perform qualitative study to inform partnership
• Select and pilot interventions • Begin cluster randomized trial (current step)
• Examine sustainability • Analyze findings
Qualitative Study • Focus groups – Parents (n=5) – Teachers (n=7) – Aides (n=7)
• Interviews with administrators (n=7) • Town hall meetings (n=3)
Social Skills
Acceptance and Inclusion of Students with ASD
Themes
Parent Involvement
Tension among Groups
Staff Training
Challenges • Turnover and limited time of school partners • Neglected spaces for inclusion and peer interaction Playground
Gym
Successes • Identification of interventions that appear feasible and responsive to priorities of community stakeholders – Remaking Recess for peer interaction – Schedules, Tools and Activities for Transition for going through the daily routine at school
• Preliminary indications that most school settings “buy into” and implement these interventions
Overview • Aim: Implement evidence-based interventions for students with ASD in under-resourced schools • Approach: Community-participatory partnered research – Co-equal relationship between investigators and community members – Project guided by partnership composed of 10-12 individuals, including administrators, teachers, parents, and investigators
Project Outline Year 1
Year 2
Year 3
• Form partnership • Perform qualitative study to inform partnership
• Select and pilot interventions • Begin cluster randomized trial (current step)
• Examine sustainability • Analyze findings
Qualitative Study • Focus groups – Parents (n=5) – Teachers (n=7) – Aides (n=7)
• Interviews with administrators (n=7) • Town hall meetings (n=3)
Social Skills
Acceptance and Inclusion of Students with ASD
Themes
Parent Involvement
Tension among Groups
Staff Training
Challenges • Turnover and limited time of school partners • Neglected spaces for inclusion and peer interaction Playground
Gym
Successes • Identification of interventions that appear feasible and responsive to priorities of community stakeholders – Remaking Recess for peer interaction – Schedules, Tools and Activities for Transition for going through the daily routine at school
• Preliminary indications that most school settings “buy into” and implement these interventions
