Journal Article

Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS)

Levato, Lynne, Anderson, Cynthia M., Hochheimer, Sam, Martin, Ryan, Wang, Hongyue, Iadarola, Suzannah, Cavanaugh, Brenna, Smith, Tristram, Iovannone, Rose

2021

Overview

To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. Modular Approach to Autism Programing for Schools (MAAPS) is a framework for implementation of evidence-based interventions in school settings that is designed to address these barriers. The development and initial evaluation of MAAPS was conducted using an implementation-science framework and results indicate that MAAPS is aligned with needs and resources available in schools, that it had excellent social validity, and that there is good evidence that MAAPS is effective for addressing core and associated features of autism in educational settings.

• Publisher: Springer US,Springer,Springer Nature B.V
• Subject: Autism / Autism Spectrum Disorders / Autistic Disorder - psychology / Autistic Disorder - therapy / Barriers / Behavioral Science and Psychology / Child / Child and School Psychology / Diagnosis / Educational aspects / Educational Facilities Improvement / Equipment and supplies / Evidence Based Practice / Feasibility Studies / Female / Fidelity / Focus Groups / Humans / Intervention / Laboratory Schools / Language Maintenance / Learning Modules / Male / Methods / Neurosciences / Original Paper / Pediatrics / Pervasive Developmental Disorders / Pilot Projects / Program Effectiveness / Program Implementation / Programming / Psychology / Public Health / Public Schools / School based intervention / Schools / Schools - trends / Special education / Stakeholders / Teaching - psychology / Teaching - trends / Thinking - physiology / Validity