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

Autor/inn/en	Odom, Samuel L.; Sam, Ann M.; Tomaszewski, Brianne
Titel	Factors Associated with Implementation of a School-Based Comprehensive Program for Students with Autism
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 3, S.703-715 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Odom, Samuel L.) ORCID (Sam, Ann M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211070340
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Principal; Schulleiter
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01