School of Allied Health, Curtin University, Perth, WA, Australia.
Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle, United Kingdom.
PLoS One. 2022 Jun 1;17(6):e0269098. doi: 10.1371/journal.pone.0269098. eCollection 2022.
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 sample 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.
《穿上我的鞋》是一种同伴支持、教师主导、以学校为基础的干预措施，旨在提高自闭症谱系学生的学校参与度和归属感。本研究旨在探索《穿上我的鞋》在主流小学中的可行性、忠实度和初步效果。共有 10 名 3 年级和 4 年级的自闭症谱系学生和他们的 200 名普通发展同伴参与了来自 8 个教室和 6 所学校的研究。本研究探讨了以下可行性方面：招募能力和样本特征、数据收集程序和结果测量、干预措施的适宜性、实施和实用性。通过评估干预组件与设定标准的一致性来探索忠实度。通过使用一系列结果测量来评估干预前后干预结果的变化，初步评估了效果。研究结果令人鼓舞，表明《穿上我的鞋》是一种可行且适当的干预措施，有望提高所有学生参与者的自我报告学校参与度，以及自闭症谱系学生的课堂参与度和主观学校体验。讨论了改进干预措施和未来研究设计的有用见解。
