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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 0000-0003-1445-8509), Hugh, Maria L. (ORCID 0000-0002-5696-4170), Pullmann, Michael D. (ORCID 0000-0001-8404-864X), Cook, Heather, Coifman, Jessica (ORCID 0000-0001-7473-0813), McRee, Erin, Joshi, Mahima (ORCID 0000-0002-9923-4848), Lyon, Aaron R., Schwartz, Ilene
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
FullText Text:
  Availability: 0
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Locke%2C+Jill%22">Locke, Jill</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1445-8509">0000-0003-1445-8509</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hugh%2C+Maria+L%2E%22">Hugh, Maria L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5696-4170">0000-0002-5696-4170</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pullmann%2C+Michael+D%2E%22">Pullmann, Michael D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8404-864X">0000-0001-8404-864X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cook%2C+Heather%22">Cook, Heather</searchLink><br /><searchLink fieldCode="AR" term="%22Coifman%2C+Jessica%22">Coifman, Jessica</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7473-0813">0000-0001-7473-0813</externalLink>)<br /><searchLink fieldCode="AR" term="%22McRee%2C+Erin%22">McRee, Erin</searchLink><br /><searchLink fieldCode="AR" term="%22Joshi%2C+Mahima%22">Joshi, Mahima</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9923-4848">0000-0002-9923-4848</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lyon%2C+Aaron+R%2E%22">Lyon, Aaron R.</searchLink><br /><searchLink fieldCode="AR" term="%22Schwartz%2C+Ilene%22">Schwartz, Ilene</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2021 108.
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  Data: Y
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  Data: 15
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  Data: 2021
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  Data: <searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Paraprofessional+School+Personnel%22">Paraprofessional School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink>
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  Data: 10.1016/j.ijer.2021.101779
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  Data: 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.
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      – SubjectFull: Evidence Based Practice
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