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Implementation readiness for evidence-based autism practices in school systems.

Aubyn C Stahmer1,2, Jessica Suhrheinrich3,2, Yue Yu1

  • 1Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California Davis Health Center, Sacramento, CA, USA.

Implementation Research and Practice
|October 4, 2023
PubMed
Summary
This summary is machine-generated.

Implementation climate and leadership are low in schools serving autistic students, impacting evidence-based practice (EBP) use. Targeted training and leadership support are needed to improve EBP fidelity and scale-up in educational settings.

Keywords:
autismeducation systemevidence-basedimplementation climateleadershipreadinessscale-up

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Area of Science:

  • Education
  • Psychology
  • Public Health

Background:

  • Increasing identification of autistic children strains public school resources.
  • Scaling up evidence-based practices (EBPs) for autistic students faces challenges in special education.
  • Teacher fidelity in implementing autism EBPs is hindered by systemic factors.

Purpose of the Study:

  • To examine implementation factors across multiple organizational levels in California public schools.
  • To assess implementation climate, leadership, and attitudes toward EBPs among school personnel.
  • To identify factors influencing readiness for scaling up autism EBPs.

Main Methods:

  • Observational study conducted from September 2018 to March 2020.
  • Surveys administered to 2273 school personnel across regional, district, and school levels.
  • Multi-level modeling used to analyze implementation readiness.

Main Results:

  • Implementation climate and leadership scores were generally low across all organizational levels.
  • Regional levels showed more positive scores compared to districts and schools.
  • Attitudes toward EBPs were moderate, with school-based personnel rating them lowest.

Conclusions:

  • Implementation factors vary significantly across different levels of the education system.
  • Differentiated training is recommended for personnel and leaders to enhance implementation climate and leadership.
  • Increased leadership support for EBPs is crucial for personnel in districts and schools.