The Impact of Implementation Support on the Use of a Social Engagement Intervention for Children with Autism in Public Schools

Locke et al. (2018) tested the Remaking Recess program in public elementary schools.

Half the staff got only a one-day training. The other half got the same training plus weekly coaching, visual prompts, and data check-ins.

All students had autism and were in grades K-5. The team watched who played alone, who played together, and who was picked as a friend.

Kids whose aides had the extra coaching were chosen as friends more often and were included in games more.

Both groups cut down solo play and boosted shared play, but only the coached group gained in real friendships.

The boost was small yet real, showing support helps the social skills stick.

Hutchins et al. (2020) pooled 25 single-case studies and found social-skills lessons give a solid, moderate benefit. Locke’s RCT now shows that adding live coaching makes the benefit even stronger.

Chen et al. (2001) first proved that trained peers can lift joint attention and play. Locke moves the same peer-coach idea onto the loud, messy playground and still sees gains.

Bauminger-Zviely et al. (2013) used computer lessons and saw shaky real-peer gains. Locke swapped screens for recess coaching and got steadier friendship results, suggesting live practice beats digital drills.

You already run social groups. This paper says layer on weekly coaching for the staff who sit with kids at recess. Five-minute check-ins, a prompt card, and quick data keep the social skills alive outside the therapy room. Try it next week: pick one recess aide, give them a mini-lesson and a tally sheet, and watch friendships grow.