View in EDS

Moderators of School Intervention Outcomes for Children with Autism Spectrum Disorder

Saved in:
Bibliographic Details
Title: Moderators of School Intervention Outcomes for Children with Autism Spectrum Disorder
Language: English
Authors: Lopata, Christopher, Donnelly, James P., Thomeer, Marcus L., Rodgers, Jonathan D., Lodi-Smith, Jennifer, Booth, Adam J., Volker, Martin A.
Source: Grantee Submission. 2020.
Peer Reviewed: Y
Page Count: 34
Publication Date: 2020
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A130216
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Outcomes of Treatment, Intervention, Elementary School Students, Autism, Pervasive Developmental Disorders, Social Cognition, Interpersonal Communication, Communication Skills, Symptoms (Individual Disorders), Randomized Controlled Trials, Outcome Measures
Assessment and Survey Identifiers: Social Responsiveness Scale
Abstract: A prior cluster randomized controlled trial (RCT) compared outcomes for a comprehensive school intervention (schoolMAX) to typical educational programming (services-as-usual [SAU]) for 103 children with autism spectrum disorder (ASD) without intellectual disability. The schoolMAX intervention was superior to SAU in improving social-cognitive understanding (emotion-recognition), social/social-communication skills, and ASD-related impairment (symptoms). In the current study, a range of demographic, clinical, and school variables were tested as potential moderators of treatment outcomes from the prior RCT. Moderation effects were not evident in demographics, child IQ, language, or ASD diagnostic symptoms, or school SES. Baseline externalizing symptoms moderated the outcome of social-cognitive understanding and adaptive skills moderated the outcome of ASD-related symptoms (no other comorbid symptoms or adaptive skills ratings moderated outcomes on the three measures). Overall, findings suggest that the main effects of treatment were, with two exceptions, unaffected by third variables. [This paper was published in "Journal of Abnormal Child Psychology" v48 p1105-1114 May 2020.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2020
Accession Number: ED607153
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED607153
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED607153
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Moderators of School Intervention Outcomes for Children with Autism Spectrum Disorder
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lopata%2C+Christopher%22">Lopata, Christopher</searchLink><br /><searchLink fieldCode="AR" term="%22Donnelly%2C+James+P%2E%22">Donnelly, James P.</searchLink><br /><searchLink fieldCode="AR" term="%22Thomeer%2C+Marcus+L%2E%22">Thomeer, Marcus L.</searchLink><br /><searchLink fieldCode="AR" term="%22Rodgers%2C+Jonathan+D%2E%22">Rodgers, Jonathan D.</searchLink><br /><searchLink fieldCode="AR" term="%22Lodi-Smith%2C+Jennifer%22">Lodi-Smith, Jennifer</searchLink><br /><searchLink fieldCode="AR" term="%22Booth%2C+Adam+J%2E%22">Booth, Adam J.</searchLink><br /><searchLink fieldCode="AR" term="%22Volker%2C+Martin+A%2E%22">Volker, Martin A.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2020.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 34
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R324A130216
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Outcomes+of+Treatment%22">Outcomes of Treatment</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+Controlled+Trials%22">Randomized Controlled Trials</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome+Measures%22">Outcome Measures</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Social+Responsiveness+Scale%22">Social Responsiveness Scale</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A prior cluster randomized controlled trial (RCT) compared outcomes for a comprehensive school intervention (schoolMAX) to typical educational programming (services-as-usual [SAU]) for 103 children with autism spectrum disorder (ASD) without intellectual disability. The schoolMAX intervention was superior to SAU in improving social-cognitive understanding (emotion-recognition), social/social-communication skills, and ASD-related impairment (symptoms). In the current study, a range of demographic, clinical, and school variables were tested as potential moderators of treatment outcomes from the prior RCT. Moderation effects were not evident in demographics, child IQ, language, or ASD diagnostic symptoms, or school SES. Baseline externalizing symptoms moderated the outcome of social-cognitive understanding and adaptive skills moderated the outcome of ASD-related symptoms (no other comorbid symptoms or adaptive skills ratings moderated outcomes on the three measures). Overall, findings suggest that the main effects of treatment were, with two exceptions, unaffected by third variables. [This paper was published in "Journal of Abnormal Child Psychology" v48 p1105-1114 May 2020.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED607153
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED607153
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
    Subjects:
      – SubjectFull: Outcomes of Treatment
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Social Cognition
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Symptoms (Individual Disorders)
        Type: general
      – SubjectFull: Randomized Controlled Trials
        Type: general
      – SubjectFull: Outcome Measures
        Type: general
      – SubjectFull: Social Responsiveness Scale
        Type: general
    Titles:
      – TitleFull: Moderators of School Intervention Outcomes for Children with Autism Spectrum Disorder
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lopata, Christopher
      – PersonEntity:
          Name:
            NameFull: Donnelly, James P.
      – PersonEntity:
          Name:
            NameFull: Thomeer, Marcus L.
      – PersonEntity:
          Name:
            NameFull: Rodgers, Jonathan D.
      – PersonEntity:
          Name:
            NameFull: Lodi-Smith, Jennifer
      – PersonEntity:
          Name:
            NameFull: Booth, Adam J.
      – PersonEntity:
          Name:
            NameFull: Volker, Martin A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2020
          Titles:
            – TitleFull: Grantee Submission
              Type: main
ResultId 1