Strengthening capacity for implementation of evidence-based practices for autism in schools: The roles of implementation climate, school leadership, and fidelity.
Strengthening capacity for implementation of evidence-based practices for autism in schools: The roles of implementation climate, school leadership, and fidelity.
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DOI：
10.1037/amp0000649
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发表时间：
2020-11
期刊：
影响因子：
--
通讯作者：
Locke J
中科院分区：
文献类型：
--
作者：
Melgarejo M;Lind T;Stadnick NA;Helm JL;Locke J
了解影响循证实践(EBPs)在学校中用于自闭症谱系障碍(ASD)的因素，对于选择有效的实施策略以支持其持续使用至关重要。目前的研究有两个目的：1)评估学校领导形象(未区分的和最佳的)与EBP实施的忠诚度之间的联系；2)考察实施气氛在这种联系中作为中介的作用。参与者包括来自66所小学的56名校长、90名特殊教育教师和133名课堂工作人员。参与者完成了多因素领导力问卷和实施环境量表。教师和工作人员报告了EBP的强度(频率)，研究小组对EBP各组成部分的准确性(依从性)进行了评级。学校被要求实施针对自闭症的三种EBP中的至少一种(离散试验训练[DTT]、关键反应训练[PRT]或视觉支持[VS])。使用结构方程模型，我们发现，拥有最佳领导力的学校在教师和员工忠诚度方面的观察评分较高(p<；0.05)，但在DTT或VS方面没有。然而，随着在模型中引入执行气候，这种关联变得不重要。与无差别的概况相比，最佳的领导概况与教师/工作人员报告的更积极的实施氛围有关(p<；.01)，但没有发现实施氛围与忠诚度之间的联系。总体而言，这项研究的结果表明，校长领导在EBP实施中的作用是复杂的，这对在学校培养有利的组织实施环境具有重要意义。
Understanding the factors that influence the use of evidence-based practices (EBPs) for Autism Spectrum Disorder (ASD) in schools is critical to the selection of effective implementation strategies to support their sustained use. The current study has two aims: 1) evaluate the association between school leadership profiles (undifferentiated and optimal) and fidelity of EBP implementation; and 2) examine the role of implementation climate as a mediator in this association. Participants included 56 principals, 90 special education teachers and 133 classroom staff from 66 elementary schools. Participants completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Teachers and staff reported on intensity (frequency) of EBP delivery, and the research team rated the accuracy (adherence) to the components of the EBP. Schools were required to implement at least one of three EBPs for ASD (Discrete Trial Training [DTT], Pivotal Response Training [PRT], or Visual Supports [VS]). Using structural equation modeling, we found that schools with optimal leadership had higher observed ratings of teacher and staff fidelity for PRT accuracy (p < .05), but not for DTT or VS. However, this association became non-significant with the introduction of implementation climate into the models. Optimal leadership profiles were linked to more positive teacher/staff-reported implementation climate, compared with undifferentiated profiles (p < .01), but found no association between implementation climate and fidelity. Overall, the results of this study indicate that the role of principal leadership in EBP implementation is complex, which has implications for fostering a conducive organizational implementation context in schools.
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DOI：
10.1186/s13012-017-0705-6
发表时间：
2018-01-08
期刊：
Implementation science : IS
影响因子：
--
作者：
Lyon AR;Cook CR;Brown EC;Locke J;Davis C;Ehrhart M;Aarons GA
通讯作者：
Aarons GA
影响因子：
2.8
作者：
Harn, Beth;Parisi, Danielle;Stoolmiller, Mike
通讯作者：
Stoolmiller, Mike
DOI：
10.1007/s10488-019-00931-4
发表时间：
2020-03-01
影响因子：
2.6
作者：
Brookman-Frazee, Lauren;Chlebowski, Colby;Stahmer, Aubyn
通讯作者：
Stahmer, Aubyn
影响因子：
3.9
作者：
Dingfelder, Hilary E.;Mandell, David S.
通讯作者：
Mandell, David S.
影响因子：
3.2
作者：
Michaelis, Bjoern;Stegmaier, Ralf;Sonntag, Karlheinz
通讯作者：
Sonntag, Karlheinz