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Updated: Sep 10, 2025

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
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Redesigning an Autism Evidence-Based Practice Adoption and Decision-Making Implementation Toolkit for Middle and High

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Schools need better ways to adopt autism evidence-based practices (EBPs). The Autism Community Toolkit (ACT SMART) shows promise but needs school-specific redesign for better usability by educators and improved student outcomes.

Keywords:
AdoptionAutismDecision-makingEvidence-based practicesImplementation

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Area of Science:

  • Educational Psychology
  • Implementation Science
  • Autism Spectrum Disorder Research

Background:

  • Autistic adolescents primarily access services through schools, yet evidence-based practices (EBPs) are inconsistently implemented.
  • A systematic approach is crucial for school personnel to select and implement autism EBPs effectively.
  • The Autism Community Toolkit (ACT SMART) is an implementation tool with demonstrated success in community agencies.

Purpose of the Study:

  • To describe the iterative redesign of the ACT SMART toolkit for educational settings.
  • To gather stakeholder perspectives on the feasibility, usability, and appropriateness of ACT SMART in schools.
  • To identify necessary modifications for contextualizing ACT SMART in middle and high schools.

Main Methods:

  • A community-partnered, mixed-methods approach was used, involving focus groups and surveys.
  • Perspectives were collected from school administrators, teachers, paraeducators, autistic students, and caregivers.
  • Data were analyzed to assess acceptability, feasibility, appropriateness, and usability of the ACT SMART toolkit.

Main Results:

  • ACT SMART was perceived as acceptable, feasible, and appropriate for school settings.
  • Usability was limited, indicating a need for modifications to align with school structures and educator needs.
  • Key modifications include integrating training with professional development, aligning with district timelines and IEPs, and adapting content for school contexts.

Conclusions:

  • The redesigned ACT SMART toolkit has the potential to support EBP selection and adoption in schools.
  • Further refinement using community-partnered and human-centered design is necessary.
  • Future pilot testing will evaluate the feasibility of the redesigned toolkit in educational settings.