title: Interventions in schools for children with autism spectrum disorder: methods and recommendations.
abstract: Although researchers have identified many promising teaching strategies and intervention programs for children with autism spectrum disorder, research on implementation of these interventions in school settings has lagged. Barriers to implementation include incompletely developed interventions, limited evidence of their utility in promoting long-term and meaningful change, and poor fit with school environments. To overcome these barriers, interventions need to be detailed in manuals that identify key components yet allow for flexibility, and studies need to evaluate long-term, real-life outcomes. Innovative research strategies also may be important, particularly carrying out research on new interventions in school settings from the outset, conducting partial effectiveness trials in which study personnel administer interventions in school settings, using community-partnered participatory research approaches, and redesigning interventions in a modular format.
authors.affiliation: Human Development and Psychology, University of California, Los Angeles 90095-1521, USA. kasari@gseis.ucla.edu
authors.forename: Connie
authors.initials: C
authors.lastname: Kasari
authors.forename: Tristram
authors.initials: T
authors.lastname: Smith
mesh_terms: D002648:Child; D002659:Child Development Disorders, Pervasive / Q000628:therapy*; D055812:Community-Based Participatory Research / Q000379:methods; D006801:Humans; D012572:School Health Services
keywords: autism; implementation science; intervention; school-based intervention; treatment effectiveness evaluation