A mixed methods study of individual and organizational factors that affect implementation of interventions for children with autism in public schools

Jill Locke; Rinad S Beidas; Steven Marcus; Aubyn Stahmer; Gregory A Aarons; Aaron R Lyon; Carolyn Cannuscio; Frances Barg; Shannon Dorsey; David S Mandell

doi:10.1186/s13012-016-0501-8

A mixed methods study of individual and organizational factors that affect implementation of interventions for children with autism in public schools

Implement Sci. 2016 Oct 10;11(1):135. doi: 10.1186/s13012-016-0501-8.

Authors

Affiliations

¹ Department of Speech and Hearing Sciences, University of Washington, 1417 NE 42nd St, Seattle, WA, 98105, USA. jjlocke@uw.edu.
² Department of Psychiatry, University of Pennsylvania Perelman School of Medicine, 3535 Market Street, 3rd floor, Philadelphia, PA, 19104, USA.
³ Department of Social Policy and Practice, University of Pennsylvania Perelman School of Medicine, 3535 Market Street, 3rd floor, Philadelphia, PA, 19104, USA.
⁴ Department of Psychiatry and Behavioral Sciences, University of California, Davis, 2825 50th Street, Sacramento, CA, 95817, USA.
⁵ Department of Psychiatry, University of California San Diego, 9500 Gilman Drive, La Jolla, CA, 92093, USA.
⁶ Department of Psychiatry and Behavioral Sciences, University of Washington, 6200 NE 74th St, Bldg. 29, St. 100, Seattle, WA, 98115, USA.
⁷ Department of Family Medicine and Community Health, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA, USA.
⁸ Department of Psychology, University of Washington, Guthrie Hall, Seattle, WA, 98195, USA.

Abstract

Background: The significant lifelong impairments associated with autism spectrum disorder (ASD), combined with the growing number of children diagnosed with ASD, have created urgency in improving school-based quality of care. Although many interventions have shown efficacy in university-based research, few have been effectively implemented and sustained in schools, the primary setting in which children with ASD receive services. Individual- and organizational-level factors have been shown to predict the implementation of evidence-based interventions (EBIs) for the prevention and treatment of other mental disorders in schools, and may be potential targets for implementation strategies in the successful use of autism EBIs in schools. The purpose of this study is to examine the individual- and organizational-level factors associated with the implementation of EBIs for children with ASD in public schools.

Methods: We will apply the Domitrovich and colleagues (2008) framework that examines the influence of contextual factors (i.e., individual- and organizational-level factors) on intervention implementation in schools. We utilize mixed methods to quantitatively test whether the factors identified in the Domitrovich and colleagues (2008) framework are associated with the implementation of autism EBIs, and use qualitative methods to provide a more comprehensive understanding of the factors associated with successful implementation and sustainment of these interventions with the goal of tailoring implementation strategies.

Discussion: The results of this study will provide an in-depth understanding of individual- and organizational-level factors that influence the successful implementation of EBIs for children with ASD in public schools. These data will inform potential implementation targets and tailoring of strategies that will help schools overcome barriers to implementation and ultimately improve the services and outcomes for children with ASD.

Keywords: Attitudes; Autism; Fidelity; Implementation; Organizational factors; Schools.

Publication types

Research Support, N.I.H., Extramural

MeSH terms

Autism Spectrum Disorder / rehabilitation*
Child
Child, Preschool
Evidence-Based Medicine / methods*
Female
Humans
Male
Research Design*
School Health Services / organization & administration*
Schools / organization & administration*
Students*

Abstract

Publication types

MeSH terms

Grants and funding