Improving the Fit of Interventions for Autism in Schools: Lessons Learned Following Paraeducator Coaching on the...

Area of Science:

• Behavioral interventions
• Educational psychology
• Autism spectrum disorder research

Background:

• Evidence-based behavioral interventions are crucial for autistic students.
• Paraeducators often lack specialized training in behavior management for this population.
• Adapting interventions for school settings requires understanding paraeducator perspectives.

Purpose of the Study:

• To gather paraeducator feedback on the RUBI in Educational Settings (RUBIES) intervention.
• To identify strengths and areas for improvement in the RUBIES intervention for school implementation.
• To inform adaptations for better feasibility and sustainability of behavioral interventions in schools.

Main Methods:

• Semi-structured interviews with 16 paraeducators who used the RUBIES intervention.
• Analysis of feedback using the Framework for Reporting Adaptations and Modifications - Expanded (FRAME).
• Categorization of feedback into content and implementation/scale-up activities.

Main Results:

• Paraeducators reported RUBIES content was effective in reducing challenging behaviors and increasing student engagement.
• Identified implementation barriers included scheduling, material access, and team coordination.
• Suggested improvements involved enhanced staff training and digital tools for real-time support.

Conclusions:

• The RUBIES intervention shows promise but requires adaptation for practical school settings.
• Addressing implementation barriers is key to the feasibility and sustainability of behavioral interventions.
• Collaborative adaptation and ongoing monitoring are essential for maximizing impact on autistic students and paraeducators.