ArticleAutism : the international journal of research and practice2017
Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism.
Article in Autism : the international journal of research and practice, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
17 citing papers in PubMed.
- Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School-A Qualitative Multi-Perspective Study of Social Validity.International journal of environmental research and public health · 2022Trial
- Improving the Fit of Interventions for Autism in Schools: Lessons Learned Following Paraeducator Coaching on the RUBIES Program.Journal of educational and psychological consultation : the official journal of the Association for Educational and Psychological Consultants · 2025Article
- A Pilot Feasibility Randomized Trial of the RUBI in Educational Settings Intervention With Paraeducators Supporting Autistic Students in Public Elementary Schools.Journal of autism and developmental disorders · 2025Article
- "Going above and beyond" for implementation in the education sector: extension and validation of the School Implementation Citizenship Behavior Scale (SICBS).Implementation science communications · 2025Article
- Study protocol for a hybrid type 3 effectiveness-implementation trial of a team-based implementation strategy to support educators' use of a social engagement intervention.Implementation science : IS · 2025Article
- The perspectives of Australian speech pathologists in providing evidence-based practices to children with autism.International journal of language & communication disorders · 2022Article
- Article
- Proactive versus Reactive: Strategies in the Implementation of School-based Services for Students with ASD.Administration and policy in mental health · 2022Article
- Iterative redesign of a caregiver-mediated intervention for use in educational settings.Autism : the international journal of research and practice · 2022Article
- Two Sides of the Same Coin: A Qualitative Study of Multiple Stakeholder Perspectives on Factors Affecting Implementation of Evidence-Based Practices for Children with Autism in Elementary Schools.International review of research in developmental disabilities · 2021Article
- Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation?Journal of autism and developmental disorders · 2020Article
- Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools.Autism : the international journal of research and practice · 2019Article
- Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field.Journal of child psychology and psychiatry, and allied disciplines · 2019Review
- Transforming Mental Health Delivery Through Behavioral Economics and Implementation Science: Protocol for Three Exploratory Projects.JMIR research protocols · 2019Article
- Strategies in supporting inclusive education for autistic students-A systematic review of qualitative research results.Autism & developmental language impairmentsReview
- Specifying and Reporting Implementation Strategies Used in a School-Based Prevention Efficacy Trial.Implementation research and practiceArticle
- Identifying Implementation Usability Issues of an Evidence-Based Behavioral Intervention for Use in Schools.Implementation research and practiceArticle
Corrections and comments
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Authors and funding
8 authors.
Funding
Abstract
Few evidence-based practices, defined as the use of empirically supported research and clinical expertise for children with autism, have been successfully implemented and sustained in schools. This study examined the perspectives of school personnel ( n = 39) on implementing a social engagement intervention for children with autism. Semi-structured interviews, informed by the Domitrovich et al. (2008) framework, were conducted. Participants were asked about (1) school factors that affect the general implementation of evidence-based practices, (2) their specific experiences implementing the social engagement intervention, and (3) barriers to and facilitators of implementing the social engagement intervention. Data were analyzed using an integrated approach. General (e.g. implementation process, leadership, support, and staff) and intervention-specific (e.g. staff, barriers, and facilitators) implementation themes were identified. These findings suggest that a variety of factors should be considered when implementing evidence-based practices in schools and that implementing social engagement interventions for children with autism may require additional specific support for implementation.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.