Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools
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| Title: | Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools |
|---|---|
| Language: | English |
| Authors: | Kucharczyk, Suzanne (ORCID |
| Source: | Career Development and Transition for Exceptional Individuals. May 2022 45(2):99-113. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324C120006 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High Schools, Coaching (Performance), Autism, Pervasive Developmental Disorders, Students with Disabilities, Evidence Based Practice, Intervention, High School Students, Professional Development, School Personnel, Program Implementation, Fidelity |
| Geographic Terms: | Wisconsin, North Carolina, California |
| DOI: | 10.1177/21651434211041909 |
| ISSN: | 2165-1434 2165-1442 |
| Abstract: | High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students with ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | EJ1335288 |
| Database: | ERIC |
| Abstract: | High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students with ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed. |
|---|---|
| ISSN: | 2165-1434 2165-1442 |
| DOI: | 10.1177/21651434211041909 |
