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Factors Associated with Implementation of a School-Based Comprehensive Program for Students with Autism

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Bibliographic Details
Title: Factors Associated with Implementation of a School-Based Comprehensive Program for Students with Autism
Language: English
Authors: Odom, Samuel L. (ORCID 0000-0003-1745-7915), Sam, Ann M. (ORCID 0000-0003-3808-445X), Tomaszewski, Brianne
Source: Autism: The International Journal of Research and Practice. Apr 2022 26(3):703-715.
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: 13
Publication Date: 2022
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A150047
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Intervention, Elementary School Students, Program Implementation, Transformational Leadership, Principals, Racial Composition, Coaching (Performance), Professional Development, Teamwork, Evidence Based Practice
DOI: 10.1177/13623613211070340
ISSN: 1362-3613
1461-7005
Abstract: The purpose of this study was to examine influences on the implementation of a school-based comprehensive program for autistic children. Following the conceptual framework suggested by the Exploration, Preparation, Implementation, Sustainment (EPIS) model, variables from the outer context, inner context, and also that were part of the comprehensive program were explored. An index approach was employed for assessing implementation. The study was part of a larger cluster randomized control trial and took place in 39 elementary schools in a southeastern state within the United States. Variables associated with implementation were transformational leadership style of the principal, percentage of students in the school who were white, and adequacy of coaching. Implications for practice and future research were identified.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: EJ1333811
Database: ERIC
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Description
Abstract:The purpose of this study was to examine influences on the implementation of a school-based comprehensive program for autistic children. Following the conceptual framework suggested by the Exploration, Preparation, Implementation, Sustainment (EPIS) model, variables from the outer context, inner context, and also that were part of the comprehensive program were explored. An index approach was employed for assessing implementation. The study was part of a larger cluster randomized control trial and took place in 39 elementary schools in a southeastern state within the United States. Variables associated with implementation were transformational leadership style of the principal, percentage of students in the school who were white, and adequacy of coaching. Implications for practice and future research were identified.
ISSN:1362-3613
1461-7005
DOI:10.1177/13623613211070340