Implementation of School-Based Services for Students with Autism: Barriers and Facilitators across Urban and Rural Districts and Phases of Implementation

Autor/inn/en	Suhrheinrich, Jessica; Melgarejo, Melina; Root, Brittney; Aarons, Gregory A; Brookman-Frazee, Lauren
Titel	Implementation of School-Based Services for Students with Autism: Barriers and Facilitators across Urban and Rural Districts and Phases of Implementation
Quelle	In: Autism: The International Journal of Research and Practice, 25 (2021) 8, S.2291-2304 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suhrheinrich, Jessica) ORCID (Melgarejo, Melina) ORCID (Root, Brittney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211016729
Schlagwörter	Intervention; Students with Disabilities; Autism; Pervasive Developmental Disorders; Urban Schools; Rural Schools; Barriers; Context Effect; Evidence Based Practice; School Personnel; Preschool Education; Elementary Secondary Education; Attitudes; Knowledge Level; Burnout; Leadership Responsibility; School Districts; Professional Development; Resources; Student Needs; Financial Support; Expectation; Time; Federal Legislation; Educational Legislation; Equal Education; California + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Schulpersonal; Pre-school education; Vorschulerziehung; Attitude; Einstellung; Verhalten; Wissensbasis; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; School district; Schulbezirk; Betriebsmittel; Hilfsmittel; Finanzielle Förderung; Expectancy; Erwartung; Zeit; Bundesrecht; Bildungsrecht; Schulgesetz; Kalifornien
Abstract	Research regarding variables influencing evidence-based practice implementation within school services for students with autism spectrum disorder is limited. Using qualitative methods, the current study applies the Exploration, Preparation, Implementation, and Sustainment framework to characterize factors impacting the implementation of practices for students with autism spectrum disorder across urban and rural school districts. The guiding questions of the study include: (1) Are contextual factors perceived as barriers or facilitators, and do these perceptions vary by district location? and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants (n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in understanding the current process of evidence-based practice implementation within the school context and may help identify intervention targets to include in implementation planning. (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