Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools

Autor/inn/en	Kucharczyk, Suzanne; Szidon, Kate; Hall, Laura J.
Titel	Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools
Quelle	In: Career Development and Transition for Exceptional Individuals, 45 (2022) 2, S.99-113 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Kucharczyk, Suzanne) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/21651434211041909
Schlagwörter	High Schools; Coaching (Performance); Autism; Pervasive Developmental Disorders; Students with Disabilities; Evidence Based Practice; Intervention; High School Students; Professional Development; School Personnel; Program Implementation; Fidelity; Wisconsin; North Carolina; California + Suchen Sie Ihr Suchwort? High school; Oberschule; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High schools; Schulpersonal; Kalifornien
Abstract	High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students with ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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