Children with autism demonstrate considerable heterogeneity in their social skills and, therefore, their school intervention needs. No single intervention is expected to address the needs of all children with autism. In addition, not all evidence-based school interventions can be provided to all children with autism at all times. Thus, there is a need to understand how best to combine, sequence, and individualize social skills interventions to meet the heterogeneous needs of these children. Adaptive interventions (AIs) are prespecified sequences of decision rules used to guide schools in how best to combine, sequence, and individualize social skills interventions. However, there are currently no empirically derived AIs shown to improve social skills in schoolchildren with autism; moreover, there is a dearth of literature on the acceptability and feasibility of schoolwide, multilevel AIs that combine both environmental-level and individual-level interventions. The purpose of this study is to understand the acceptability and feasibility of four AIs in a SMART (sequential multiple-assignment randomized trial) implemented by educators and parents. The AIs include environmental (Remaking Recess, classroom supports) and individual interventions (parent assisted, peer mediated). Thirty-three elementary-age students with autism (male = 76%, Hispanic = 73%) were educated in 21 classrooms across seven schools by 25 teachers and 24 teaching assistants. Treatment expectations, acceptability, feasibility, and implementation data were collected over 18 weeks. Results indicated respondents were agreeable to treatment changes, but perceived feasibility was average and implementation was moderate. A number of lessons learned and proposed changes for scaling up are discussed.

自闭症儿童在社交技能上表现出很大的异质性，因此，他们需要学校干预。预计不会有任何干预措施能够满足所有自闭症儿童的需求。此外，并非所有时候都可以向所有自闭症儿童提供所有基于证据的学校干预措施。因此，有必要了解如何最好地结合，排序和个性化社交技能干预措施，以满足这些孩子的异类需求。适应性干预（AI）是预先确定的决策规则序列，用于指导学校如何最佳地组合，排序和个性化社交技能干预措施。但是，目前尚没有根据经验得出的AI能够改善自闭症学童的社交技能。此外，缺乏结合环境水平和个人水平干预措施的全校范围的多层AI的可接受性和可行性的文献。这项研究的目的是了解由教育者和父母实施的SMART（顺序多重分配随机试验）中四个AI的可接受性和可行性。认可机构包括环境（改造休会，教室支持）和个人干预（由父母协助，由同伴介导）。33名患有自闭症的基本年龄学生（男性= 76％，西班牙裔= 73％）由25名老师和24名助教在7所学校的21个教室中接受了教育。在18周内收集了治疗期望，可接受性，可行性和实施数据。结果表明，受访者对治疗方法的改变表示同意，但认为可行性是平均水平，实施程度中等。讨论了许多经验教训以及为扩大规模而提出的建议更改。