Individual and organizational factors that affect implementation of evidence-based practices for children with autism in public schools: a cross-sectional observational study

Children with autism receive most of their intervention services in public schools, but implementation of evidence-based practices (EBPs) for autism varies. Studies suggest that individual (attitudes) and organizational characteristics (implementation leadership and climate) may influence providers&...

Full description

Saved in:
Bibliographic Details
Published in:Implementation science : IS 2019-03, Vol.14 (1), p.29-9, Article 29
Main Authors: Locke, Jill, Lawson, Gwendolyn M, Beidas, Rinad S, Aarons, Gregory A, Xie, Ming, Lyon, Aaron R, Stahmer, Aubyn, Seidman, Max, Frederick, Lindsay, Oh, Cristine, Spaulding, Christine, Dorsey, Shannon, Mandell, David S
Format: Article
Language:English
Subjects:
Adult
Attitude to Health
Attitudes
Autism
Autistic children
Autistic Disorder - therapy
Child
Cross-Sectional Studies
Elementary schools
Evidence-Based Medicine - organization & administration
Female
Fidelity
Humans
Implementation
Implementation Science
Intervention
Leadership
Male
Mental health
New England
Observational studies
Organizational Culture
Organizational factors
Organizational Innovation
Perceptions
Public schools
School Health Services - organization & administration
School Teachers - psychology
Schools
Short Report
Special education
Studies
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Children with autism receive most of their intervention services in public schools, but implementation of evidence-based practices (EBPs) for autism varies. Studies suggest that individual (attitudes) and organizational characteristics (implementation leadership and climate) may influence providers' use of EBPs, but research is relatively limited in this area. This study examined individual and organizational factors associated with implementation of three EBPs-discrete trial training, pivotal response training, and visual schedules-for children with autism in special education classrooms in public elementary schools. Participants included 67 autism support teachers and 85 other classroom staff from 52 public elementary schools in the northeastern United States. Participants reported their attitudes toward EBPs (e.g., intuitive appeal, willingness if required, openness, and divergence), implementation leadership and climate of their school, and the frequency with which they deliver each of three EBPs. Linear regression was used to estimate the association of attitudes about EBPs with organizational characteristics and intensity of EBP use. Demographic covariates with a bivariate association with EBP use significant at p 
ISSN:1748-5908
1748-5908
DOI:10.1186/s13012-019-0877-3