Practice-Driven Research for Statewide Scale Up: Implementation Outcomes of the California Autism Professional Training and Information Network

Autor/inn/en	Suhrheinrich, Jessica; Nahmias, Allison S.; Yu, Yue; Melgarejo, Melina; Schetter, Patricia; Holt, Tana C.; Stahmer, Aubyn C.
Titel	Practice-Driven Research for Statewide Scale Up: Implementation Outcomes of the California Autism Professional Training and Information Network
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 3, S.727-736 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Suhrheinrich, Jessica) ORCID (Nahmias, Allison S.) ORCID (Melgarejo, Melina) ORCID (Stahmer, Aubyn C.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211068224
Schlagwörter	Evidence Based Practice; Autism; Pervasive Developmental Disorders; Professional Training; Program Effectiveness; Students with Disabilities; Professional Development; Special Education; Public Schools; Special Education Teachers; Paraprofessional School Personnel; Knowledge Level; Educational Environment; California + Suchen Sie Ihr Suchwort? Autismus; Berufliche Fachbildung; Berufliche Fortbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Public school; Öffentliche Schule; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Wissensbasis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kalifornien
Abstract	Scaling up the use of evidence-based practice (EBP) for autism across service sectors and regions has presented a considerable challenge indicating a clear need for continued development. The California Autism Professional Training and Information Network (CAPTAIN) integrates implementation drivers into specific procedures and methodology as an implementation strategy to support statewide scale up. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, and knowledge, fidelity and use of autism EBPs, and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. CAPTAIN-trained providers reported more openness to EBP. Significantly more CAPTAIN-trained direct service providers reported collecting fidelity of implementation data (X[superscript 2](2, N = 1515) = 10.95, p = 0.004), collecting student data (X[superscript 2](2, N = 1509) = 14.19, p = 0.001), and reported using their primary EBP with "most or all students" (X[superscript 2](2, N = 1514) = 11.41, p = 0.003) than providers not trained by CAPTAIN. In summary, these preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level. (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