Research Support
Research Support
schoolMAX was evaluated for feasibility and initial indications of effectiveness for elementary school students with HFASD in two year-long pilot studies (Lopata et al., 2012a, 2012b). Results indicated high levels of implementation accuracy by school staff and high levels of acceptability and satisfaction by school staff and parents. Students showed significant improvements in social-cognitive emotion recognition skills and on parent and teacher ratings of ASD-symptoms and social-communication skills. schoolMAX was then tested in a large RCT (Lopata, Thomeer, et al., in press). Results indicated that children with HFASD that received schoolMAX performed significantly better on a test of social-cognitive emotion recognition skills and on parent-teacher ratings of social-communication skills and ASD symptoms compared to students with HFASD that received their typical educational programming. It is also important to note that there was no negative impact on the academic performance of students with HFASD that received schoolMAX (i.e., the time dedicated to the schoolMAX intervention did not result in lower academic skills compared to the students with HFASD that received their typical educational programming).
schoolMAX was evaluated for feasibility and initial indications of effectiveness for elementary school students with HFASD in two year-long pilot studies (Lopata et al., 2012a, 2012b). Results indicated high levels of implementation accuracy by school staff and high levels of acceptability and satisfaction by school staff and parents. Students showed significant improvements in social-cognitive emotion recognition skills and on parent and teacher ratings of ASD-symptoms and social-communication skills. schoolMAX was then tested in a large RCT (Lopata, Thomeer, et al., in press). Results indicated that children with HFASD that received schoolMAX performed significantly better on a test of social-cognitive emotion recognition skills and on parent-teacher ratings of social-communication skills and ASD symptoms compared to students with HFASD that received their typical educational programming. It is also important to note that there was no negative impact on the academic performance of students with HFASD that received schoolMAX (i.e., the time dedicated to the schoolMAX intervention did not result in lower academic skills compared to the students with HFASD that received their typical educational programming).
References
References
Lopata, C., Thomeer, M. L., Rodgers, J.D., Donnelly, J.P., McDonald, C.A., Volker, M.A., Smith, T.H., Wang, H. (in press). Cluster Randomized Trial of a School Intervention for Children with Autism Spectrum Disorder. Journal of Clinical Child and Adolescent Psychology.
Lopata, C., Thomeer, M. L., Rodgers, J.D., Donnelly, J.P., McDonald, C.A., Volker, M.A., Smith, T.H., Wang, H. (in press). Cluster Randomized Trial of a School Intervention for Children with Autism Spectrum Disorder. Journal of Clinical Child and Adolescent Psychology.
Lopata, C., Thomeer, M. L., Volker, M. A., Lee, G. K., Smith, T. H., Rodgers, J. D., Smith, R. A., Gullo, G., McDonald, C. A., Mirwis, J., & Toomey, J. A. (2012a). Open-trial pilot study of a comprehensive school-based intervention for high-functioning autism spectrum disorders. Remedial and Special Education, 34(5), 269-281. doi: 10.1177/0741932512450518
Lopata, C., Thomeer, M. L., Volker, M. A., Lee, G. K., Smith, T. H., Rodgers, J. D., Smith, R. A., Gullo, G., McDonald, C. A., Mirwis, J., & Toomey, J. A. (2012a). Open-trial pilot study of a comprehensive school-based intervention for high-functioning autism spectrum disorders. Remedial and Special Education, 34(5), 269-281. doi: 10.1177/0741932512450518
Lopata, C., Thomeer, M. L., Volker, M. A., Lee, G. K., Smith, T. H., Smith, R. A., McDonald, C. A., Rodgers, J. D., Lipinski, A. M., & Toomey, J. A. (2012b). Feasibility and initial efficacy of a comprehensive school-based intervention for high-functioning autism spectrum disorders. Psychology in the Schools, 49(10), 963-974. doi: 10.1002/pits.21649
Lopata, C., Thomeer, M. L., Volker, M. A., Lee, G. K., Smith, T. H., Smith, R. A., McDonald, C. A., Rodgers, J. D., Lipinski, A. M., & Toomey, J. A. (2012b). Feasibility and initial efficacy of a comprehensive school-based intervention for high-functioning autism spectrum disorders. Psychology in the Schools, 49(10), 963-974. doi: 10.1002/pits.21649