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Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed
Melina Melgarejo1,2, Allison S Nahmias3, Jessica Suhrheinrich1,2
1San Diego State University, CA, USA.
Focus on Autism and Other Developmental Disabilities
|March 17, 2025
Summary
Implementing evidence-based practices (EBPs) for children with autism faces challenges. This study found that while regional special education levels show some strengths, school and district implementation climates and leadership are generally weak.
Area of Science:
- Special Education
- Autism Spectrum Disorder (ASD) Interventions
- Implementation Science
Background:
- Public programs are tasked with implementing evidence-based practices (EBPs) to enhance outcomes for children with autism.
- The large-scale implementation of EBPs presents significant challenges within educational systems.
Purpose of the Study:
- To identify perceived variables associated with effective statewide scale-up of EBPs in special education.
- To explore implementation climate and leadership across diverse special education organizational structures.
Main Methods:
- Employed a simultaneous QUAL + QUAN mixed methods design for data convergence and triangulation.
- Collected data through focus groups with 30 special educators and a statewide survey of 656 school personnel.
Main Results:
- Perceptions of implementation climate and leadership are generally weak across special education organizations.
- Regional special education entities demonstrate stronger implementation climates compared to school and district levels.
- Schools and districts face increased challenges in implementing EBPs.
Conclusions:
- Findings highlight significant barriers to effective EBP scale-up at school and district levels.
- Strengthening implementation climate and leadership at lower administrative levels is crucial for improving autism interventions.
- Recommendations for practice and future research are provided to address identified gaps.
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