Does implementing a new intervention disrupt use of existing evidence-based autism interventions?

Area of Science:

• Educational Psychology
• Applied Behavior Analysis
• Special Education

Background:

• Autism spectrum disorder (ASD) interventions in schools are complex and face implementation challenges.
• New practices are often added without considering their impact on existing evidence-based practices (EBPs).
• Understanding how new tools affect the use of established interventions is crucial for effective classroom practice.

Purpose of the Study:

• To evaluate the impact of introducing a computer-assisted intervention, TeachTown:Basics, on the use of other EBPs in ASD support classrooms.
• To examine the relationship between the adoption of a new technology and the fidelity of implementation of existing interventions.
• To explore teachers' perceptions of usability and helpfulness of the computer-assisted intervention.

Main Methods:

• A comparative study design was used, contrasting classrooms with and without access to TeachTown:Basics.
• Teacher self-report measures were collected on the frequency of using a set of EBPs.
• Teacher perceptions of the computer-assisted intervention's ease of use and utility were assessed.

Main Results:

• Teachers with access to TeachTown:Basics reported using other EBPs less frequently over the school year.
• Teachers found the computer-assisted intervention appealing, easy to use, and helpful for overcoming implementation challenges.
• Despite not improving child outcomes in prior research, the intervention was favored by teachers.

Conclusions:

• The introduction of a computer-assisted intervention can decrease the use of other EBPs in ASD classrooms.
• Intervention complexity and classroom fit significantly influence teacher adoption and practice.
• Future school-based interventions must balance practitioner appeal and ease of implementation with demonstrated child outcome effectiveness.