Using Evaluative Frameworks to Examine the Implementation Outcomes of a Cognitive Behavioral Therapy Program for Autistic Students with Anxiety within Public School Settings
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| Title: | Using Evaluative Frameworks to Examine the Implementation Outcomes of a Cognitive Behavioral Therapy Program for Autistic Students with Anxiety within Public School Settings |
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| Language: | English |
| Authors: | Pickard, Katherine (ORCID |
| Source: | Autism: The International Journal of Research and Practice. Apr 2022 26(3):640-653. |
| Availability: | SAGE Publications. 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: | 14 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Health Resources and Services Administration (HRSA) (DHHS) |
| Contract Number: | R41MC310750100 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Cognitive Restructuring, Behavior Modification, Autism, Pervasive Developmental Disorders, Students with Disabilities, Anxiety, Public Schools, Program Effectiveness, Program Implementation, Intervention, School Personnel, Elementary Schools, Middle Schools |
| Geographic Terms: | Colorado (Denver) |
| DOI: | 10.1177/13623613211065797 |
| ISSN: | 1362-3613 |
| Abstract: | Cognitive behavioral therapy for youth with autism spectrum disorder and anxiety is effective, but disparities exist in accessing these programs. Training school providers to deliver cognitive behavioral therapy may help to address these disparities. However, little is known about how cognitive behavioral therapy programs are implemented by interdisciplinary school providers and the broader impact of these programs. This study aimed to address this gap and was part of a larger trial that examined the effectiveness of Facing Your Fears--School-Based across 25 public schools. Study aims were to understand the impact of Facing Your Fears--School-Based and factors that impacted implementation. Thirty providers participated in exit interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Primary themes included (1) the fit of Facing Your Fears--School-Based for diverse students; (2) the effects of Facing Your Fears--School-Based on students' school participation; and (3) planned Facing Your Fears--School-Based maintenance. Participants also highlighted the program's accessibility for non-mental health providers and reported adapting Facing Your Fears--School-Based in response to student needs. Results suggest that Facing Your Fears--School-Based may have a broader impact on students and highlight the importance of task sharing to overcome mental health staff shortages within public schools. Programs that can be implemented flexibly are also critical given variability in school structures and student needs. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1333802 |
| Database: | ERIC |
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| Abstract: | Cognitive behavioral therapy for youth with autism spectrum disorder and anxiety is effective, but disparities exist in accessing these programs. Training school providers to deliver cognitive behavioral therapy may help to address these disparities. However, little is known about how cognitive behavioral therapy programs are implemented by interdisciplinary school providers and the broader impact of these programs. This study aimed to address this gap and was part of a larger trial that examined the effectiveness of Facing Your Fears--School-Based across 25 public schools. Study aims were to understand the impact of Facing Your Fears--School-Based and factors that impacted implementation. Thirty providers participated in exit interviews guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework. Primary themes included (1) the fit of Facing Your Fears--School-Based for diverse students; (2) the effects of Facing Your Fears--School-Based on students' school participation; and (3) planned Facing Your Fears--School-Based maintenance. Participants also highlighted the program's accessibility for non-mental health providers and reported adapting Facing Your Fears--School-Based in response to student needs. Results suggest that Facing Your Fears--School-Based may have a broader impact on students and highlight the importance of task sharing to overcome mental health staff shortages within public schools. Programs that can be implemented flexibly are also critical given variability in school structures and student needs. |
|---|---|
| ISSN: | 1362-3613 |
| DOI: | 10.1177/13623613211065797 |
