■被识别的自闭症儿童数量的增加导致对公立学校提供高质量服务的需求增加。有效扩大自闭症学生的循证实践(EBP)使用具有挑战性,鉴于特殊教育的复杂组织。教师在忠实地实施自闭症EBP方面面临重大挑战。实施领导力,对EBP的气候和态度等因素与成功使用EBP有关,并且在教育系统的不同级别可能有所不同。检查成功实施的机制是支持扩大规模的关键步骤。
■在这项观察性研究中,从2018年9月到2020年3月,加州学校人员(n=2273)在系统的多个层面完成了与实施气候相关的调查,领导力,以及对EBP的态度。数据是在整个加利福尼亚州的特殊教育地方计划区域收集的,县教育办公室,以及在公立学校支持自闭症学生的教育工作者和管理人员的地区和学校水平。进行了多层次建模以表征实施就绪性。
■总的来说,各个级别的实施气候和领导能力得分较低,区域级别的评分高于地区或学校。对EBP的态度是温和的,那些在学校工作的人的评分最差,专家/培训师和相关服务提供商(例如,语言病理学家)评分最高。
■结果提供了一个独特的机会来比较跨组织级别的实施因素,全州样本。这些数据为在教育系统的多个层面上制定实施干预措施提供了指导,以提高在学校中有效扩大自闭症EBP的准备程度。不同组织级别的人员和领导人可能需要针对改善的实施环境和领导能力进行差异化培训。地区和学校内的人员可能会从领导对EBP实施的支持中受益。
在学校中被发现的自闭症儿童数量正在增加。为了解决这个问题,学校正试图在研究的基础上更好地使用高质量的实践。然而,教师很难像手册中指出的那样为自闭症学生使用基于研究的策略。这可能是由于战略的复杂性或特殊教育领导和基础设施的支持有限。研究表明,领导者在帮助教师使用有效策略方面非常重要。加州2200多名学校工作人员,包括管理员,专业开发提供商,教师,准专业人士完成了调查,询问他们的领导人是如何,学校,区,和地区支持自闭症学生使用研究实践。总的来说,特殊教育提供的支持有限,区域机构提供比地区或学校更多的支持。这些数据表明,学校和地区领导人需要培训如何支持教育工作者使用自闭症特定策略。
UNASSIGNED: The increase in the number of autistic children being identified has led to increased demand on public schools to provide high-quality services. Effectively scaling up evidence-based practice (EBP) use for autistic students is challenging, given the complicated organization of special education. Teachers have significant challenges implementing autism EBP with fidelity. Factors such as implementation leadership and climate and attitudes toward EBP are linked to successful EBP use and may vary at different levels of the education system. Examining mechanisms of successful implementation is a critical step to support scale-up.
UNASSIGNED: In this observational study, conducted from September 2018 to March 2020, California school personnel (n = 2273) at multiple levels of the system completed surveys related to implementation climate, leadership, and attitudes toward EBP. Data were collected throughout California at the Special Education Local Plan Areas, County Office of Education, and district and school levels from educators and administrators working in public schools supporting autistic students. Multi-level modeling was conducted to characterize implementation readiness.
UNASSIGNED: Overall, implementation climate and leadership scores are low across levels with regional levels rated more positively than districts or schools. Attitudes toward EBP were moderate, with those working in schools having the poorest ratings and specialists/trainers and related service providers (e.g., speech-language pathologists) having the highest ratings.
UNASSIGNED: Outcomes provide a unique opportunity to compare implementation factors across organizational levels with a large, statewide sample. These data provide guidance for developing implementation interventions at multiple levels of the education system to increase readiness for effective scale-up of autism EBP in schools. Personnel and leaders at different organizational levels may need differentiated training targeting improved implementation climate and leadership. Personnel within districts and schools may experience a particular benefit from leadership support for EBP implementation.
The increase in the number of autistic children being identified in schools is increasing. To address this, schools are trying to do a better job of using high-quality practices based on research. However, teachers have had difficulty using research-based strategies for autistic students the way the manuals indicate they should be used. This might be due to the complexity of the strategies or limited support from special education leadership and infrastructure. Research shows that leaders can be very important in helping teachers use effective strategies. Over 2200 school personnel in California, including administrators, professional development providers, teachers, and paraprofessionals completed surveys asking about how their leaders, schools, districts, and regions supported the use of research practices for autistic students. Overall, limited support is provided in special education, with regional agencies providing more support than districts or schools. These data suggest that school and district leaders need training in how to support educators in using autism-specific strategies.