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 Developing Peers

Amy Hodges, Reinie Cordier, Annette Joosten, Helen Bourke-Taylor

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)3230-3245
Number of pages16
JournalJournal of Autism and Developmental Disorders
Issue number7
Publication statusPublished - Jul 2022


  • Autism
  • Intervention development
  • Psychosocial intervention
  • Schools
  • Theoretical model

Cite this