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Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation?

Evidence-based practices (EBP) for children with autism are under-used in special-education schools. No research compared child-level versus teacher-level influences on EBP use, which could guide implementation strategies. We derived longitudinal profiles of EBP receipt by children (N = 234) in 69 a...

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Published in:Journal of Autism & Developmental Disorders Vol. 50; no. 3; pp. 881 - 893
Main Authors: Lushin, Victor, Mandell, David, Beidas, Rinad, Marcus, Steven, Nuske, Heather, Kaploun, Victor, Seidman, Max, Gaston, Daphney, Locke, Jill
Format: research tables/charts Journal Article
Published: Springer Nature Mar2020
Online Access:View this record in EBSCOhost
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      dt: Mar2020
      vid: 50
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      pub: Springer Nature
      place: New York, New York
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        10.1007/s10803-019-04304-6
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        atl: Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation?
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          Lushin, Victor
          Mandell, David
          Beidas, Rinad
          Marcus, Steven
          Nuske, Heather
          Kaploun, Victor
          Seidman, Max
          Gaston, Daphney
          Locke, Jill
        affil: Long Island University, Brooklyn, NY, USA
      sug:
        subj:
          Autism Spectrum Disorder In Infancy and Childhood
          Schools
          Professional Practice, Evidence-Based
          Education, Special
          Faculty-Student Relations
          Human
          Teachers
          Child
          Membership
          Job Experience
          Child: 6-12 years
      ab: Evidence-based practices (EBP) for children with autism are under-used in special-education schools. No research compared child-level versus teacher-level influences on EBP use, which could guide implementation strategies. We derived longitudinal profiles of EBP receipt by children (N = 234) in 69 autism-support classrooms, over an academic year. We compared overall impacts of child-level and teacher-level factors on profile membership. Most children received little EBP throughout the year; however substantial subgroups received increasing, and decreasing, doses of EBP. Child-level and teacher-level factors contributed about equally to profile membership. Children's autism symptoms and verbal ability, teachers' EBP skills, training/experience, classroom support, class size, and implementation leadership climate predicted profile membership. Early identification of treatment profiles could facilitate targeted implementation strategies increasing EBP use.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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