Project Type(s):
Population Health/Implementation
The purpose of this study is to compare two implementation strategies for a social engagement intervention that supports autistic children and their non-autistic peers during recess. Remaking Recess has been shown to improve peer engagement for autistic students when implemented by paraeducators during recess. However, without supports, paraeducators face barriers to implementing the intervention well. This study compares paraeducators’ use of Remaking Recess when they receive coaching alone and when they receive coaching along with consultation from school-based teams.
Project Period:
July 1, 2024 — June 30, 2029
Funding Type(s):
Federal
Institute of Education Sciences (IES). Award amount: $3,999,989
Geographic Area(s):
National
Practice Type(s):
Educational settings (e.g. universities, schools)
Patient Population(s):
Adults, Caregivers/Providers, Children
Targeted Condition(s):
Autism Spectrum Disorder
