Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism.
Jill Locke, Courtney Benjamin Wolk, Colleen Harker and 5 others
PMID 28954537WHAT IT FOUND
School staff found time, staffing gaps, and lack of training blocked autism social interventions during recess.
Success depended on principals identifying willing staff and providing direct support, not just permission.
Key findings
01Time for planning and implementing activities was the most frequently described barrier to implementation.
02Participants noted challenges in consistently dedicating a staff member to be the facilitator during recess.
03The implementation facilitator most frequently identified by staff members was principal and teacher support.
STILL TO COME
How it was doneWhat they found
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What it does not show
The study was conducted in only two urban areas in the Northeastern US, so findings may not apply to rural or other regional schools. No district-level officials were interviewed, so the perspective of central decision-makers is missing. Participants were aware of the study's focus, which may have influenced them to provide socially desirable responses. The intervention studied was specific to autism and recess, so barriers may differ for other conditions or settings.
Declared interests
The text does not report specific funding sources or conflicts of interest declarations.
The easy way to misread this
Do not assume that the barriers described here apply to all school-based interventions or that the 'Remaking Recess' program was proven effective by this study; this paper only reports staff perceptions of implementation challenges, not clinical outcomes.