Implementation Planning to Promote Parents' Treatment Integrity of Behavioral Interventions for Children with Autism

Fallon, Lindsay M.; Collier‐Meek, Melissa A.; Sanetti, Lisa M. Hagermoser; Feinberg, Adam B.; Kratochwill, Thomas R.

doi:10.1080/10474412.2015.1039124

Cited by 29 publications

(18 citation statements)

References 48 publications

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“…Although prior research has focused on individual-level factors for reasons of convenience and feasibility, multilevel assessment is needed to successfully address implementation issues and install new programs [ 43 ]. Existing research in education has tended to focus narrowly on measuring implementation outcomes such as fidelity [ 44 ], with minimal attention to capturing the organizational factors that specifically impact delivery of EBPs. Careful assessment of the OIC in schools should consider multiple system levels and include perspectives of individual teachers and administrators, as well as organizational processes at the school and district levels [ 38 ].…”

Section: Introductionmentioning

confidence: 99%

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship

et al. 2018

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BackgroundA substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children and adolescents. The current study examined the factor structure, psychometric properties, and interrelations of an adapted set of pragmatic organizational instruments measuring key aspects of the organizational implementation context in schools: (1) strategic implementation leadership, (2) strategic implementation climate, and (3) implementation citizenship behavior.MethodThe Implementation Leadership Scale (ILS), Implementation Climate Scale (ICS), and Implementation Citizenship Behavior Scale (ICBS) were adapted by a research team that included the original scale authors and experts in the implementation of evidence-based practices in schools. These instruments were then administered to a geographically representative sample (n = 196) of school-based mental/behavioral health consultants to assess the reliability and structural validity via a series of confirmatory factor analyses.ResultsOverall, the original factor structures for the ILS, ICS, and ICBS were confirmed in the current sample. The one exception was poor functioning of the Rewards subscale of the ICS, which was removed in the final ICS model. Correlations among the revised measures, evaluated as part of an overarching model of the organizational implementation context, indicated both unique and shared variance.ConclusionsThe current analyses suggest strong applicability of the revised instruments to implementation of evidence-based mental and behavioral practices in the education sector. The one poorly functioning subscale (Rewards on the ICS) was attributed to typical educational policies that do not allow for individual financial incentives to personnel. Potential directions for future expansion, revision, and application of the instruments in schools are discussed.

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Section: Introductionmentioning

confidence: 99%

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship

et al. 2018

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“…Collaborative models of consultation have been shown to be effective because they increase the intensity, impact, and sustainability of interventions. When children are exposed to the same interventions across home and school, they may potentially double the dosage of intervention received (Azad et al, 2016; Dunlap, Newton, Fox, Benito, & Vaughn, 2001; Fallon, Collier-Meek, Sanetti, Feinberg, & Kratochwill, 2016; Lucyshyn, Blumberg, & Kayser, 2000; Swiezy, Stuart, & Korzekwa, 2008)…”

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confidence: 99%

“…Despite a few exceptions (e.g., Fallon et al, 2016; Garbacz & McIntyre, 2016; Ray, Skinner & Watson, 1999) the extant literatureon consultation and ASD focuses onworking with a single consultee (i.e., consultations for parent- or teacher-implemented interventions). For example, studies on parent training of EBPs show that parent-implemented interventions are associated with improved child outcomes (e.g., increased language, social interaction, and joint attention; Kasari, Gulsrud, Wong, Kwon, & Locke, 2010; Wong, 2013), parent outcomes (e.g., increased knowledge and decreased depression; McConachie & Diggle, 2007) and parent-child outcomes (e.g., dyadic social communication; Green et al, 2010).…”

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confidence: 99%

“…Results suggested that CBC was efficacious in increasing social behavior (Garbacz &McIntyre, 2016), as well as on-task and compliant behavior (Wilkinson et al, 2005) in the classroom for children with ASD. At home, CBC has been shown to increase compliant behavior and decrease aggression for children with ASD (Fallon et al, 2016).…”

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confidence: 99%

“…Given that these relationships are important for this vulnerable population, mere communication with families is insufficient (Azad & Mandell, 2016). To the best of our knowledge, there are only four published studies (Fallon et al, 2016; Garbacz & McIntyre, 2016; Ray et al, 1999; Wilkinson et al, 2005)that have used CBC to meet the needs of children with ASD. One probable reason for the limited scope of this work is because parents and teachers have very limited time and resources to collaborate and CBC is a time-intensive process.…”

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confidence: 99%

See 2 more Smart Citations

Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder

Azad

Marcus

Sheridan

et al. 2018

Journal of Educational and Psychological Consultation

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Little research examines the best ways to improve communication between parents and teachers of children with Autism Spectrum Disorder (ASD) and its effect on child outcomes. The present study tests an innovative parent-teacher consultation model, entitled Partners in School. The goal of Partners in School is to improve parent-teacher communication aboutevidence-based practices (EBPs), and subsequently, outcomes for children with ASD. Participants were 26 teachers and 49 parents of children with ASD from a large urban public school district. Parents and teachers completed measures of their communication and child outcomes prior to and after receiving consultation through Partners in School. Results indicated that parents and teachers perceived improvements in child outcomes after participation inPartners in School. Changes in parent-teacher communication also were associated with changes in some child outcomes. Discussionhighlights the important role of communication inconsultations targeting family-school partnerships for children with ASD.

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Essentials of Observing Behavior

Dowdy

Jacobs

Quigley

et al. 2023

Autism and Child Psychopathology Series

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Implementation Planning to Promote Parents' Treatment Integrity of Behavioral Interventions for Children with Autism

Cited by 29 publications

References 48 publications

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship

Partners in School: An Innovative Parent-Teacher Consultation Model for Children with Autism Spectrum Disorder

Essentials of Observing Behavior

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