ORCID Profile
0000-0002-0219-4692
Current Organisations
Curtin University
,
Curtin University of Technology
,
Autism Association of Western Australia Inc
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Publications
Evaluating the psychometric quality of school connectedness measures: A systematic review
Publisher: Public Library of Science (PLoS)
Date: 11-09-2018
Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically
Publisher: Springer Science and Business Media LLC
Date: 04-12-2021
DOI: 10.1007/S10803-021-05362-5
Abstract: Limited interventions exist that support student’s school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention . A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed.
School participation: The shared perspectives of parents and educators of primary school students on the autism spectrum
Publisher: Elsevier BV
Date: 02-2020
DOI: 10.1016/J.RIDD.2019.103550
Abstract: An international focus on the inclusion of students with disabilities in mainstream schools and the increased prevalence of autism spectrum disorder (ASD) has contributed to increasing numbers of students with ASD enrolling in mainstream schools. The school participation restrictions of adolescent students with ASD is widely researched, but less is known about the challenges faced by primary school students with ASD and how early in their schooling these challenges arise. Focus groups were used to explore the perspectives of parents and educators on the school participation of primary school students with ASD. Focus group data were analysed thematically. Four themes were derived from the data: (1) more than just being there (2) meeting in the middle (3) consistency of supports and (4) embrace difference. Findings from this study highlight that students aged between 6 and 11 years experience school participation restrictions due to a range of intrinsic (e.g., sense of self and school belonging) and extrinsic factors (e.g., school culture, educator knowledge and skills). It is imperative school based interventions are developed and implemented in the early primary years, that not only target students' skills, but the range of environmental enablers and barriers impacting student school participation.
Evaluating the feasibility, fidelity, and preliminary effectiveness of a school-based intervention to improve the school participation and feelings of connectedness of elementary school students on th
Publisher: Public Library of Science (PLoS)
Date: 06-2022
DOI: 10.1371/JOURNAL.PONE.0269098
Abstract: In My Shoes is a peer supported, teacher-led, school-based intervention that aims to improve the school participation and connectedness of students on the autism spectrum. The aim of this study was to explore the feasibility, fidelity, and preliminary effectiveness of In My Shoes in mainstream elementary schools. Ten Grade 3 and 4 students on the autism spectrum and 200 of their typically developing peers across eight classrooms and six schools participated. The following aspects of feasibility were explored: recruitment capability and s le characteristics, data collection procedures and outcome measures, appropriateness, implementation, and practicality of the intervention. Fidelity was explored by evaluating the delivery of intervention components against set criteria. Preliminary effectiveness was investigated by evaluating changes in intervention outcomes pre-post intervention using a range of outcome measures. Study findings are encouraging, suggesting In My Shoes is a feasible and appropriate intervention, and shows promise in improving the self-report school engagement of all student participants, as well the classroom participation and subjective school experiences of students on the autism spectrum. Useful insights into ways the intervention and the design of future research can be improved are discussed.
Related Organisations
Related Funding Activities
No related grants have been discovered for Amy Hodges.