| Abstract: | Despite the increased parental involvement in interventions for autism over recent decades, and the wide variety of home-based interventions which now exist, little is known about how these fit in with school attendance. Families' use of one intensive home-based intervention, the Son-Rise Program, was examined through a one-year longitudinal questionnaire and interview study. Issues relating to school attendance were examined, including parents' decision-making processes regarding concurrent school attendance, issues of compatibility between home and school, and issues arising for those families who discontinued school attendance in order to run a full-time intervention at home. Rather than using the Program exclusively and intensively, it was found that many families used the recommended intervention techniques part-time in the home whilst continuing their child's school attendance, and found the two learning contexts to be compatible with each other. Parents also identified a number of ways in which compatibility could be further maximised. |
