An Extra Set of Hands: A Qualitative Analysis of Stakeholder Perspectives on Implementation of a Modular Approach to School Adoption of Evidence-Based Interventions for Students with Autism Spectrum Disorders

Autor/inn/en	Iovannone, Rose; Iadarola, Suzannah; Hodges, Sharon; Haynes, Rocky; Stark, Caryn; McFee, Krystal; Grace, Sheri; Anderson, Cynthia M.; Smith, Tristram
Titel	An Extra Set of Hands: A Qualitative Analysis of Stakeholder Perspectives on Implementation of a Modular Approach to School Adoption of Evidence-Based Interventions for Students with Autism Spectrum Disorders
Quelle	9 (2019) 2, S.25-40 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Stakeholders; Program Implementation; Intervention; Evidence Based Practice; Students with Disabilities; Autism; Pervasive Developmental Disorders; Coaching (Performance); Elementary School Teachers; Barriers; Educational Resources; Capacity Building; Sustainability; Special Education; Parents; Administrators; Florida; New York; North Carolina + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsmittel; Nachhaltigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Eltern
Abstract	Background: Although many interventions have empirical support in improving the outcomes of students with autism spectrum disorders (ASD), schools struggle with implementation of these interventions. Method and materials: We conducted 13 focus groups with 69 participants who included parents, educators, and administrators across three states to examine the challenges schools face in implementing evidence-based interventions (EBIs) and to evaluate the acceptability and contextual fit of the Modular Approach to Autism Programs for Schools (MAAPS). MAAPS is a comprehensive modular intervention that uses an active coaching process to guide school-based teams in selecting, planning, and implementing EBIs that are customised to meet individual student needs. Results: Results suggest that when implementing EBIs, schools face considerable challenges including limited resources (eg funding, personnel, materials, time) and personnel training. MAAPS was considered highly acceptable primarily due to the involvement of a coach who would support the teacher. Specifically, participants indicated that the physical presence of the coach actively providing support could help relieve the stressors and burdens of the teacher. Conclusions: Interpretations of these findings are discussed in terms of their implications on understanding the challenges schools face when adopting and implementing EBIs. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01