Exploring Individual and Organizational Mechanisms of Implementation of Evidence-Based Practices for the Inclusion of Elementary Students with Autism: Study Protocol
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| Title: | Exploring Individual and Organizational Mechanisms of Implementation of Evidence-Based Practices for the Inclusion of Elementary Students with Autism: Study Protocol |
|---|---|
| Language: | English |
| Authors: | Locke, Jill (ORCID |
| Source: | Grantee Submission. 2021 108. |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A200033 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Autism, Pervasive Developmental Disorders, Evidence Based Practice, Special Education Teachers, Paraprofessional School Personnel, Teaching Methods, Regular and Special Education Relationship, Inclusion, Attitudes, Student Needs, Educational Practices, Self Efficacy, Intention, Program Implementation, Behavior Problems, Interpersonal Competence, Predictor Variables, Elementary School Students |
| Assessment and Survey Identifiers: | Social Responsiveness Scale, Aberrant Behavior Checklist |
| DOI: | 10.1016/j.ijer.2021.101779 |
| ISSN: | 0883-0355 |
| Abstract: | The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students with autism. The purpose of this protocol is to understand EBP use in inclusive settings and examine the malleable individual and organizational factors that promote teachers' and paraeducators' use of EBPs to meaningfully include and retain children with autism in general education settings and how this use relates to children's outcomes. These data will support the identification of targeted implementation strategies for successful EBP use. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2021 |
| Accession Number: | ED615187 |
| Database: | ERIC |
| Abstract: | The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students with autism. The purpose of this protocol is to understand EBP use in inclusive settings and examine the malleable individual and organizational factors that promote teachers' and paraeducators' use of EBPs to meaningfully include and retain children with autism in general education settings and how this use relates to children's outcomes. These data will support the identification of targeted implementation strategies for successful EBP use. |
|---|---|
| ISSN: | 0883-0355 |
| DOI: | 10.1016/j.ijer.2021.101779 |
