Social impairment represents one of the most challenging core deficits of autism spectrum disorder (ASD) and greatly affects children's school experiences; however, few evidence-based social engagement programs have been implemented and sustained in schools. This pilot study examined the implementation and sustainment of a social engagement intervention, Remaking Recess, for four elementary-aged children with ASD and four school personnel in two urban public schools. The improved peer engagement and social network inclusion outcomes suggest that Remaking Recess can be feasibly implemented in under resourced public schools with fidelity and has the potential to improve child outcomes for children with ASD.

中文翻译：

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杂乱但真实：对学校自闭症儿童实施社会参与干预的试点研究

社交障碍是自闭症谱系障碍 (ASD) 最具挑战性的核心缺陷之一，极大地影响了儿童的学校经历；然而，学校实施和维持的循证社会参与计划很少。这项试点研究检查了社会参与干预措施 Remaking Recess 的实施和维持，该干预措施适用于两所城市公立学校的四名 ASD 小学生和四名学校工作人员。改善的同伴参与和社交网络包容结果表明，Remaking Recess 可以在资源匮乏的公立学校中切实可行地实施，并有可能改善 ASD 儿童的结果。