Implementation of a Multi-Family Autism Transition Program in the High School Setting

Autor/inn/en	Kuhn, Jocelyn; Szidon, Kate; Kraemer, Bonnie; Steinbrenner, Jessica R.; Tomaszewski, Brianne; Hume, Kara; DaWalt, Leann
Titel	Implementation of a Multi-Family Autism Transition Program in the High School Setting
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 3, S.615-627 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Kuhn, Jocelyn) ORCID (Steinbrenner, Jessica R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211065533
Schlagwörter	Family Programs; Problem Solving; Evidence Based Practice; Coaching (Performance); Feedback (Response); Autism; Pervasive Developmental Disorders; Transitional Programs; Student Characteristics; Teacher Characteristics; Institutional Characteristics; Socioeconomic Status; Educational Quality; Individualized Transition Plans; Prediction; Intervention; Family Involvement; Program Effectiveness; High School Students; North Carolina; Wisconsin; California + Suchen Sie Ihr Suchwort? Family program; Familienprogramm; Problemlösen; Autismus; Socio-economic status; Sozioökonomischer Status; Quality of education; Bildungsqualität; Vorhersage; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kalifornien
Abstract	Transitioning Together is a multi-family intervention designed to support families of adolescents on the autism spectrum as they prepare for the transition to adulthood. Questions remain regarding its wide-scale adoption and implementation in real-world settings such as high schools. We examined student, teacher, and school-level facilitators and barriers to adopting and implementing Transitioning Together at 30 public high schools across three US states that were participating in the intervention arm of a larger randomized trial, which provided training and coaching for implementation of comprehensive evidence-based autism programming. Seventeen of the 30 schools adopted Transitioning Together. Community socioeconomic status and pre-existing quality of programming for family involvement and transition planning significantly predicted intervention adoption. Thirteen of the 17 schools that adopted Transitioning Together did so with a high level of fidelity (>90%). The areas of fidelity that schools struggled with most related to session structure, facilitating problem-solving and dialogue, and collecting feedback from families. Findings highlight struggles and successes with real-world adoption of the intervention in its current form. Future research is needed to further examine how to facilitate adoption across public high schools and/or other service systems, while maximizing effectiveness, as well as reach to historically underserved autism spectrum populations. (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