Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation / J. SUHRHEINRICH in Autism, 25-8 (November 2021)  

Public ISBD [article]  inAutism > 25-8 (November 2021) . - p.2291-2304 Titre : Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation Type de document : Texte imprimé et/ou numérique Auteurs : J. SUHRHEINRICH, Auteur ; M. MELGAREJO, Auteur ; B. ROOT, Auteur ; G. A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur Article en page(s) : p.2291-2304 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Humans  School Health Services  Schools  Students  education services  implementation  qualitative research Index. décimale : PER Périodiques Résumé : The law requires that schools use evidence-based practices to educate students with autism spectrum disorder. However, these practices are often not used, or are not used correctly in school programs. Understanding barriers and facilitators of use of evidence-based practices in schools will help improve the implementation process. This study uses focus groups to characterize how school-based providers representing urban or rural school districts perceive barriers and facilitators for implementing new practices for students with autism spectrum disorder. Guiding questions include the following: (1) Are contextual factors perceived as barriers or facilitators and how do these vary by district location? and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants (n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some personnel-related themes and organizational factors were unique to rural or urban districts. For example, themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in identifying implementation strategies that may improve the use of evidence-based practices in schools. En ligne : http://dx.doi.org/10.1177/13623613211016729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation [Texte imprimé et/ou numérique] / J. SUHRHEINRICH, Auteur ; M. MELGAREJO, Auteur ; B. ROOT, Auteur ; G. A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur . - p.2291-2304. Langues : Anglais (eng) in Autism > 25-8 (November 2021) . - p.2291-2304 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Humans  School Health Services  Schools  Students  education services  implementation  qualitative research Index. décimale : PER Périodiques Résumé : The law requires that schools use evidence-based practices to educate students with autism spectrum disorder. However, these practices are often not used, or are not used correctly in school programs. Understanding barriers and facilitators of use of evidence-based practices in schools will help improve the implementation process. This study uses focus groups to characterize how school-based providers representing urban or rural school districts perceive barriers and facilitators for implementing new practices for students with autism spectrum disorder. Guiding questions include the following: (1) Are contextual factors perceived as barriers or facilitators and how do these vary by district location? and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants (n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some personnel-related themes and organizational factors were unique to rural or urban districts. For example, themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in identifying implementation strategies that may improve the use of evidence-based practices in schools. En ligne : http://dx.doi.org/10.1177/13623613211016729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools / N. A. STADNICK in Autism, 23-8 (November 2019)  

Public ISBD [article]  inAutism > 23-8 (November 2019) . - p.1957-1968 Titre : Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools Type de document : Texte imprimé et/ou numérique Auteurs : N. A. STADNICK, Auteur ; R. D. MEZA, Auteur ; J. SUHRHEINRICH, Auteur ; G. A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; A. R. LYON, Auteur ; D. S. MANDELL, Auteur ; J. LOCKE, Auteur Article en page(s) : p.1957-1968 Langues : Anglais (eng) Mots-clés : EPIS framework  autism spectrum disorder  evidence-based practices  implementation science  leadership  principal  schools Index. décimale : PER Périodiques Résumé : Implementation of evidence-based practice (EBP) for autism spectrum disorder (ASD) in the education system is a public health priority. Leadership is a critical driver of EBP implementation but little is known about the types of leadership behaviors exhibited by school leaders and how this influences the context of EBP implementation, particularly for students with ASD. The objectives of this study were to determine (1) the leadership profiles of principals involved in EBP implementation for students with ASD and (2) how these leadership profiles related to school characteristics and implementation climate. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework was used to guide the design and analysis of this study. Participants (n = 296) included principals, teachers, and classroom support staff. They provided demographic information and completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Using latent profile analysis, a three-pattern solution was identified: Disengaged (6% of sample), Undifferentiated (23% of sample), and Optimal (71% of sample). Principals in schools with higher proportions of students with an individualized education program were more likely to be classified as Undifferentiated than Optimal. The Optimal group was associated with more positive implementation climate than the Undifferentiated or Disengaged groups. Findings suggest that leadership behaviors rated by principals and their staff involved in implementation of common autism EBPs can be meaningfully clustered into three discernible profiles that are shaped by organizational context and linked to strategic implementation climate. Our study findings have implications for leadership training and service delivery in schools by underscoring the critical nature of school leadership during implementation of EBPs for children with autism and the interplay between specific leadership behaviors and strategic implementation climate. En ligne : http://dx.doi.org/10.1177/1362361319834398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools [Texte imprimé et/ou numérique] / N. A. STADNICK, Auteur ; R. D. MEZA, Auteur ; J. SUHRHEINRICH, Auteur ; G. A. AARONS, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; A. R. LYON, Auteur ; D. S. MANDELL, Auteur ; J. LOCKE, Auteur . - p.1957-1968. Langues : Anglais (eng) in Autism > 23-8 (November 2019) . - p.1957-1968 Mots-clés : EPIS framework  autism spectrum disorder  evidence-based practices  implementation science  leadership  principal  schools Index. décimale : PER Périodiques Résumé : Implementation of evidence-based practice (EBP) for autism spectrum disorder (ASD) in the education system is a public health priority. Leadership is a critical driver of EBP implementation but little is known about the types of leadership behaviors exhibited by school leaders and how this influences the context of EBP implementation, particularly for students with ASD. The objectives of this study were to determine (1) the leadership profiles of principals involved in EBP implementation for students with ASD and (2) how these leadership profiles related to school characteristics and implementation climate. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework was used to guide the design and analysis of this study. Participants (n = 296) included principals, teachers, and classroom support staff. They provided demographic information and completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Using latent profile analysis, a three-pattern solution was identified: Disengaged (6% of sample), Undifferentiated (23% of sample), and Optimal (71% of sample). Principals in schools with higher proportions of students with an individualized education program were more likely to be classified as Undifferentiated than Optimal. The Optimal group was associated with more positive implementation climate than the Undifferentiated or Disengaged groups. Findings suggest that leadership behaviors rated by principals and their staff involved in implementation of common autism EBPs can be meaningfully clustered into three discernible profiles that are shaped by organizational context and linked to strategic implementation climate. Our study findings have implications for leadership training and service delivery in schools by underscoring the critical nature of school leadership during implementation of EBPs for children with autism and the interplay between specific leadership behaviors and strategic implementation climate. En ligne : http://dx.doi.org/10.1177/1362361319834398 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

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