Does Implementing a New Intervention Disrupt Use of Existing Evidence-Based Autism Interventions?

Autor/inn/en	Pellecchia, Melanie; Beidas, Rinad S.; Lawson, Gwendolyn; Williams, Nathaniel J.; Seidman, Max; Kimberly, John R.; Cannuscio, Carolyn C.; Mandell, David S.
Titel	Does Implementing a New Intervention Disrupt Use of Existing Evidence-Based Autism Interventions?
Quelle	In: Autism: The International Journal of Research and Practice, 24 (2020) 7, S.1713-1725 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pellecchia, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361320919248
Schlagwörter	Autism; Pervasive Developmental Disorders; Intervention; Evidence Based Practice; Teaching Methods; Program Effectiveness; Computer Assisted Instruction; Electronic Learning; Interpersonal Competence; Expressive Language; Interaction; Student Behavior; Behavior Problems; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Interpersonale Kompetenz; Interaktion; Student behaviour; Schülerverhalten
Abstract	This study examines how the introduction of TeachTown:Basics, a computer-assisted intervention for students with autism spectrum disorder, influenced teachers' use of other evidence-based practices. In a randomized controlled trial that enrolled 73 teachers nested within 58 schools, we used three-level hierarchical linear models to evaluate changes in teachers' use of evidence-based practices across the school year for those who received TeachTown:Basics versus those assigned to control. Both groups received training and implementation support to deliver three well-established evidence-based practices for autism spectrum disorder. Qualitative interviews were conducted with 25 teachers who used TeachTown:Basics to better understand their experience. Compared with teachers in the control group, teachers in the TeachTown:Basics group reported significantly less growth over the 9-month period in their use of evidence-based practices that require one-to-one instruction (ps < 0.05), but no difference in their reported use of evidence-based practices that do not involve one-to-one instruction (p = 0.637). Qualitative interviews indicated that teachers viewed TeachTown:Basics as an effective substitute for one-to-one instruction because it was less burdensome, despite the lack of support for TeachTown:Basics' effectiveness. Before introducing new practices, education leaders should carefully consider both evidence of effectiveness and the potential impact on the use of other evidence-based practices. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01