实施气候在教育工作者对自闭症学生使用基于证据的实践和结果的适度使用中的作用
Aubyn C Stahmer1, Yue Yu2, Jessica Suhrheinrich3,4
1Department of Psychiatry and Behavioral Sciences, University of California Davis MIND Institute, Sacramento, CA, USA. astahmer@ucdavis.edu.
Journal of autism and developmental disorders
|July 1, 2024
概括
在学校有效实施基于证据的自闭症实践 (EBP) 是至关重要的. 学校的气候和资源显著影响EBP的成功,特别是在贫困地区,经验较少的提供者.
科学领域:
- 实施科学 实施科学
- 教育心理学教育心理学
- 自闭症谱系障碍服务
背景情况:
- 越来越多的自闭症学生需要有效的学校服务.
- 在学校成功实施基于证据的实践 (EBP) 面临挑战.
- 了解系统级上下文因素对于有效的EBP支持和扩展至关重要.
研究的目的:
- 检查EBP实施与加利福尼亚学校学生成绩之间的关系.
- 调查供应商和地区级因素对EBP实施的缓和效应.
- 确定调整实施战略的关键因素,以支持基于学校的自闭症服务.
主要方法:
- 一项涉及1084名加利福尼亚州学校服务提供者的观察性研究.
- 调查评估了实施气候,领导力,自闭症经验和EBP实施.
- 多层次建模分析了EBP的实施,学生的成绩和调节因素.
主要成果:
- 更高的实施气候积极预测了更好的EBP实施结果.
- 实施气候对较低的提供者自闭症经验更有影响.
- 在高贫困地区,EBP资源预测数学成绩更高.
结论:
- 提供商和系统层面的因素显著抑制了学校的EBP实施.
- 实施气候和资源对于解决高贫困地区学校的公平问题至关重要.
- 这些发现有助于制定针对学校自闭症EBP的有针对性的支持.
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