Piloting autism intervention research with teachers in mainstream classrooms
Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decades to translate into mainstream classroom practice....
| Main Authors: | , , , , , |
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| Format: | Article |
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Taylor & Francis
2017
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| Online Access: | https://eprints.nottingham.ac.uk/43658/ |
| _version_ | 1848796737825669120 |
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| author | Macdonald, Libby Keen, Deb Ashburner, Jill Costley, Debra Haas, Kaaren Trembath, David |
| author_facet | Macdonald, Libby Keen, Deb Ashburner, Jill Costley, Debra Haas, Kaaren Trembath, David |
| author_sort | Macdonald, Libby |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decades to translate into mainstream classroom practice. Thus, current recommendations are that, rather than presenting mainstream school teachers with interventions developed and tested in clinical or special education settings, a participatory research process should be used to facilitate implementation in real-world mainstream classrooms. This article reports on a case study that aimed to refine a structured teaching intervention package for use in mainstream classrooms, while at the same time tailoring research methods for evaluating the package in these settings. The outcomes of the project are presented with respect to (a) the development and refinement of the intervention package in consultation with a mainstream classroom teacher and (b) the lessons learned during the process that other clinical researchers, teachers, and clinicians could apply when implementing educational interventions in mainstream settings. |
| first_indexed | 2025-11-14T19:52:45Z |
| format | Article |
| id | nottingham-43658 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:52:45Z |
| publishDate | 2017 |
| publisher | Taylor & Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-436582020-05-04T18:48:54Z https://eprints.nottingham.ac.uk/43658/ Piloting autism intervention research with teachers in mainstream classrooms Macdonald, Libby Keen, Deb Ashburner, Jill Costley, Debra Haas, Kaaren Trembath, David Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decades to translate into mainstream classroom practice. Thus, current recommendations are that, rather than presenting mainstream school teachers with interventions developed and tested in clinical or special education settings, a participatory research process should be used to facilitate implementation in real-world mainstream classrooms. This article reports on a case study that aimed to refine a structured teaching intervention package for use in mainstream classrooms, while at the same time tailoring research methods for evaluating the package in these settings. The outcomes of the project are presented with respect to (a) the development and refinement of the intervention package in consultation with a mainstream classroom teacher and (b) the lessons learned during the process that other clinical researchers, teachers, and clinicians could apply when implementing educational interventions in mainstream settings. Taylor & Francis 2017-06-05 Article PeerReviewed Macdonald, Libby, Keen, Deb, Ashburner, Jill, Costley, Debra, Haas, Kaaren and Trembath, David (2017) Piloting autism intervention research with teachers in mainstream classrooms. International Journal of Inclusive Education . ISSN 1464-5173 Autism spectrum disorder Structured teaching Research to practice gap Mainstream classrooms Teachers Educational interventions Messy research https://doi.org/10.1080/13603116.2017.1335355 doi:10.1080/13603116.2017.1335355 doi:10.1080/13603116.2017.1335355 |
| spellingShingle | Autism spectrum disorder Structured teaching Research to practice gap Mainstream classrooms Teachers Educational interventions Messy research Macdonald, Libby Keen, Deb Ashburner, Jill Costley, Debra Haas, Kaaren Trembath, David Piloting autism intervention research with teachers in mainstream classrooms |
| title | Piloting autism intervention research with teachers in mainstream classrooms |
| title_full | Piloting autism intervention research with teachers in mainstream classrooms |
| title_fullStr | Piloting autism intervention research with teachers in mainstream classrooms |
| title_full_unstemmed | Piloting autism intervention research with teachers in mainstream classrooms |
| title_short | Piloting autism intervention research with teachers in mainstream classrooms |
| title_sort | piloting autism intervention research with teachers in mainstream classrooms |
| topic | Autism spectrum disorder Structured teaching Research to practice gap Mainstream classrooms Teachers Educational interventions Messy research |
| url | https://eprints.nottingham.ac.uk/43658/ https://eprints.nottingham.ac.uk/43658/ https://eprints.nottingham.ac.uk/43658/ |