Development of a School-Based Social Skills Program: The Role of Qualitative Data in Participatory Action Research

Background:

            Participatory action research (PAR) is a method used help develop interventions with the direct input of the target population.  A primary assumption is that the understanding of a social problem requires the knowledge of directly affected individuals (Brown, 2009).  PAR may provide an effective way for researchers to collaborate with their population of interest to develop valid treatments that address the needs of the population. 

            Social skills are a core deficit of children with autism spectrum disorders (ASD) and intervention is often needed to address these deficits.  Unfortunately, services that address social skills are not always available (Rhoades, Scarpa, & Salley 2007).  Even when they are, parents may lack the time, knowledge, and funds to pursue empirically-supported interventions (Little, 2003).  Including social skills training in schools may help alleviate these problems.

Objectives:

            The current study aimed to develop a school-based social skills intervention that could be refined and tested using PAR.

Methods:

            Consistent with the first step of PAR design, a local elementary school was approached to assess for interest in a school-based social skills intervention. An intervention was proposed and both quantitative and qualitative data were collected to obtain more information on the nature of intervention desired.  Quantitative data assessed perceived importance of an intervention using a rating scale of 1 (strongly disagree) to 5 (strongly agree) from interested school staff (N=14). Qualitative data emphasized feedback on how to best implement the intervention.  Data were then reviewed with key staff to develop an intervention that was grounded in scientific theory and could be feasibly implemented.

Results:

            Participants indicated that social skills interventions were needed (M=4.86), peers should be educated about ASD (M=4.64), educating peers about ASD would help interactions with ASD peers (M=4.64), peers should learn specific strategies to interact with ASD children (M=4.64), and can help children with ASD develop relationships (M=4.57), social difficulties affect academics (M=4.5), social difficulties affect relationship development (M=4.86), social skills training should be incorporated in schools (M=4.92), and they would be likely to use a social skills training program in the school (M=4.92).  However, qualitative data provided information imperative to study findings.  Participants indicated that they would prefer not to implement a program that took children out of the classroom.  Concerns about lack of time for training and time taken away from academics were expressed. Participants suggested the program would be most successful if presented in a format that teachers can easily implement in the classroom and include the entire class. Based on these findings, the researchers met with school administrators and key staff to develop a tentative research plan.

Conclusions:

            Results of this study underscore the need for both qualitative and quantitative data to successfully perform the first step of PAR. While quantitative data showed strong interest in the program, qualitative data brought out specific concerns and suggestions. The importance of including both qualitative and quantitative data when doing PAR is discussed in regards to developing ASD interventions that are practical and accepted in the real world.