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Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children
A school-based program of mindful awareness practices (MAPs) was evaluated in a randomized control study of 64 second- and third-grade children ages 7–9 years. The program was delivered for 30Expand
Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism
The IT group demonstrated significant improvements with medium to large effect sizes in their responsiveness to joint attention and their diversity of functional play acts after the intervention with maintenance of these skills 1 year post-intervention. Expand
Social Networks and Friendships at School: Comparing Children With and Without ASD
While the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success. Expand
Loneliness, friendship quality and the social networks of adolescents with high‐functioning autism in an inclusive school setting
By definition, children with autism have poor peer relationships despite age and ability. When children enter adolescence, social problems typically worsen and feelings of loneliness and isolationExpand
Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders.
Significant improvements were found in social network salience, number of friendship nominations, teacher report of social skills in the classroom, and decreased isolation on the playground for children who received PEER interventions. Expand
Social involvement of children with autism spectrum disorders in elementary school classrooms.
In inclusive classrooms, children with ASD are only involved in peers' social relationships about half of the time, and appear to be even less connected with increasing grade level, which may be a key preventive intervention to protect social relationships in late elementary grades. Expand
A tangled web: the challenges of implementing an evidence-based social engagement intervention for children with autism in urban public school settings.
Barriers that emerged during the training of school personnel and subsequent implementation of a social engagement intervention and potential strategies to overcome these barriers are offered and directions for future research in this critical area are provided. Expand
A systematic review of peer-mediated interventions for children with autism spectrum disorder.
PMI is a promising approach to address social skills in children with ASD, and this approach can be conducted in meaningful real-word contexts, such as schools, according to a systematic review conducted using group designs. Expand
Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder
Results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom. Expand
Clearing hurdles: the challenges of implementation of mental health evidence-based practices in under-resourced schools
This review provides a brief overview of the barriers to successful implementation and sustainment of EBPs in under-resourced public schools and provides recommendations for overcoming them. Expand