Skip to main content
placeholder image

Classroom Teachers¿ Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism

Journal Article


Abstract


  • Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student’s daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program.

Publication Date


  • 2022

Citation


  • Sutton, B. M., Westerveld, M. F., & Webster, A. A. (2022). Classroom Teachers¿ Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism. Journal of Autism and Developmental Disorders, 52(3), 1268-1282. doi:10.1007/s10803-021-05042-4

Scopus Eid


  • 2-s2.0-85105420386

Web Of Science Accession Number


Start Page


  • 1268

End Page


  • 1282

Volume


  • 52

Issue


  • 3

Abstract


  • Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student’s daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program.

Publication Date


  • 2022

Citation


  • Sutton, B. M., Westerveld, M. F., & Webster, A. A. (2022). Classroom Teachers¿ Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism. Journal of Autism and Developmental Disorders, 52(3), 1268-1282. doi:10.1007/s10803-021-05042-4

Scopus Eid


  • 2-s2.0-85105420386

Web Of Science Accession Number


Start Page


  • 1268

End Page


  • 1282

Volume


  • 52

Issue


  • 3