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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 0000-0003-4979-0835), Szidon, Kate, Hall, Laura J.
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
FullText Text:
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  Data: Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools
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  Data: <searchLink fieldCode="AR" term="%22Kucharczyk%2C+Suzanne%22">Kucharczyk, Suzanne</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4979-0835">0000-0003-4979-0835</externalLink>)<br /><searchLink fieldCode="AR" term="%22Szidon%2C+Kate%22">Szidon, Kate</searchLink><br /><searchLink fieldCode="AR" term="%22Hall%2C+Laura+J%2E%22">Hall, Laura J.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Career+Development+and+Transition+for+Exceptional+Individuals%22"><i>Career Development and Transition for Exceptional Individuals</i></searchLink>. May 2022 45(2):99-113.
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  Data: 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
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  Data: 15
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Wisconsin%22">Wisconsin</searchLink><br /><searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink><br /><searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 10.1177/21651434211041909
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  Data: 2165-1434<br />2165-1442
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2022
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  Data: EJ1335288
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        Value: 10.1177/21651434211041909
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      Pagination:
        PageCount: 15
        StartPage: 99
    Subjects:
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Coaching (Performance)
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      – SubjectFull: Autism
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      – SubjectFull: Professional Development
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      – SubjectFull: School Personnel
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      – SubjectFull: Wisconsin
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      – SubjectFull: North Carolina
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      – SubjectFull: California
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