Statewide Interagency Collaboration to Support Evidence-Based Practice Scale Up: The California Autism Professional Training and Information Network (CAPTAIN)

Suhrheinrich, Jessica; Schetter, Patricia; England, Ann; Melgarejo, Melina; Nahmias, Allison S.; Dean, Michelle; Yasuda, Patrice

doi:10.1080/23794925.2020.1796545

Cited by 7 publications

(8 citation statements)

References 25 publications

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“…These symptoms appear during early childhood and impair everyday functioning (American Psychiatric Association, 2013 ; Wadhera et al, 2021 ). ASD is one of the most common neurodevelopmental disorders that affect children (Leblanc et al, 2009 ), and there has been an increase in the number of individuals diagnosed with the condition (Leblanc et al, 2009 ; Stansberry-Brusnahan and Collet-Klingenberg, 2010 ; Odom et al, 2013 ; Wong et al, 2015 ). According to Maenner et al ( 2020 ), ~1 in 54 children were identified to have ASD in the United States (US), a rate higher than the 1 in 150 children in 2000–2002.…”

Section: Introductionmentioning

confidence: 99%

“…The research has emphasized using evidence-based practices (EBPs; Odom et al, 2013 ; Wong et al, 2015 ) to meet the significant needs of students with ASD in inclusive classrooms (Marder and deBettencourt, 2015 ). Research has indicated that a teacher's use of EBPs can significantly improve the outcomes of students with ASD and the lives of their families (Cook and Odom, 2013 ; Alexander et al, 2015 ; Marder and deBettencourt, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

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Teachers' Knowledge and Use of Evidenced-Based Practices for Students With Autism Spectrum Disorder in Saudi Arabia

Alhossein

2021

Front. Psychol.

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The evidenced-based practices (EBPs) movement in the field of special education began ~20 years ago. This study contributes to that literature. It investigates the teachers' knowledge and use of EBPs to teach students with autism spectrum disorder (ASD) in Saudi Arabia. The Teachers' Knowledge and Use of EBPs Survey was administered to 240 special education teachers. The participants generally reported a medium level of knowledge and use of EBPs for students with ASD. Female teachers' use of EBPs was greater than that of males, and teachers who attended more than five professional development programs reported greater use of EBPs than those that attended fewer programs. Knowledge and use of EBPs were related. Gender and professional development programs were predictors of teachers' use of EBPs for students with ASD. Teachers' knowledge of EBPs for students with ASD is a vital indicator of teachers' use of those practices, professional development programs can improve such knowledge and use, and teachers' use of EBPs for students with ASD could be improved by offering high-quality professional development programs.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers' Knowledge and Use of Evidenced-Based Practices for Students With Autism Spectrum Disorder in Saudi Arabia

Alhossein

2021

Front. Psychol.

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“…Similar to the rationale for further specification of other implementation methods, bridging factor specification will help efforts to replicate or scale-up, especially given their potential as key determinants. Efforts to replicate and/or scale-up the CAPTAIN model statewide, for example, would be greatly impeded if the alignment between existing outer context priorities and policies and involvement of existing inner context resources had not been explicitly specified and reported, permitting outer-inner context integration in further implementation efforts [ 68 ]. In addition to the proposed dimensions, the growing set of guidelines and recommendations for specifying and reporting implementation methods (e.g., use of implementation strategies and implementation frameworks [ 67 , 69 ]) aligns well with this recommendation.…”

Section: Recommendations For a Bridging Factor Research Agendamentioning

confidence: 99%

Forms and functions of bridging factors: specifying the dynamic links between outer and inner contexts during implementation and sustainment

et al. 2021

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Background Bridging factors are relational ties, formal arrangements, and processes that connect outer system and inner organizational contexts. They may be critical drivers of evidence-based practice (EBP) implementation and sustainment. Yet, the complex interplay between outer and inner contexts is often not considered. Bridging factors were recently defined in the updated Exploration, Preparation, Implementation, Sustainment (EPIS) framework. Further identification and specification of this construct will advance implementation models, measures, and methods. Our goal is to advance bridging factor research by identifying relevant dimensions and exemplifying these dimensions through illustrative case studies. Methods We used a multiple case study design. Each case (n = 10) represented different contexts, EBPs, and bridging factor types. Inclusion criteria were the presence of clearly distinguishable outer and inner contexts, identifiable bridging factor, sufficient information to describe how the bridging factor affected implementation, and variation from other cases. We used an iterative qualitative inquiry process to develop and refine a list of dimensions. Case data were entered into a matrix. Dimensions comprised the rows and case details comprised the columns. After a review of all cases, we collectively considered and independently coded each dimension as function or form. Results We drew upon the concepts of functions and forms, a distinction originally proposed in the complex health intervention literature. Function dimensions help define the bridging factor and illustrate its purpose as it relates to EBP implementation. Form dimensions describe the specific structures and activities that illustrate why and how the bridging factor has been customized to a local implementation experience. Function dimensions can help researchers and practitioners identify the presence and purpose of bridging factors, whereas form dimensions can help us understand how the bridging factor may be designed or modified to support EBP implementation in a specific context. We propose five function and three form bridging factor dimensions. Conclusions Bridging factors are described in many implementation models and studies, but without explicit reference or investigation. Bridging factors are an understudied and critical construct that requires further attention to facilitate implementation research and practice. We present specific recommendations for a bridging factors research agenda.

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“…In California, fidelity to the target EBP increased by 63% on average (44%–85%) and exceeded 80% for four EBP. In addition, all participating students ( n = 18) made progress on annual goals based on Goal Attainment Scaling (Ruble et al, 2012) with 44% exceeding expected progress (Suhrheinrich, Schotter et al, 2020). Overall program quality, measured by the Autism Program Environmental Rating Scales (APERS) (Odom et al, 2018) also increased.…”

Section: The Captain Modelmentioning

confidence: 99%

“…We have employed implementation frameworks to describe factors related to the initial development and continued growth of the California Autism Professional Training and Information Network (CAPTAIN; Suhrheinrich, Schotter et al et al, 2020). Although multiple discrete implementation strategies (Powell et al, 2015) are incorporated within CAPTAIN activities, we have directly targeted interagency collaboration, use of evidence-based training and coaching practices, leader engagement, and data-driven continuous improvement cycles (Suhrheinrich et al, 2020).…”

mentioning

confidence: 99%

Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network

Suhrheinrich

Nahmias

et al. 2022

Autism

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Scaling up the use of evidence-based practice (EBP) for autism across service sectors and regions has presented a considerable challenge indicating a clear need for continued development. The California Autism Professional Training and Information Network (CAPTAIN) integrates implementation drivers into specific procedures and methodology as an implementation strategy to support statewide scale up. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, and knowledge, fidelity and use of autism EBPs, and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. CAPTAIN-trained providers reported more openness to EBP. Significantly more CAPTAIN-trained direct service providers reported collecting fidelity of implementation data (χ2(2, N = 1515) = 10.95, p = 0.004), collecting student data (χ2(2, N = 1509) = 14.19, p = 0.001), and reported using their primary EBP with “most or all students” (χ2(2, N = 1514) = 11.41, p = 0.003) than providers not trained by CAPTAIN. In summary, these preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level. Lay abstract Supporting use of evidence-based practice in public service programs for autistic individuals is critical. The California Autism Professional Training and Information Network (CAPTAIN) brings together best practices from intervention and implementation research to support scale up of autism services. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, knowledge, fidelity, and use of autism EBPs and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. These preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level.

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Statewide Interagency Collaboration to Support Evidence-Based Practice Scale Up: The California Autism Professional Training and Information Network (CAPTAIN)

Cited by 7 publications

References 25 publications

Teachers' Knowledge and Use of Evidenced-Based Practices for Students With Autism Spectrum Disorder in Saudi Arabia

Teachers' Knowledge and Use of Evidenced-Based Practices for Students With Autism Spectrum Disorder in Saudi Arabia

Forms and functions of bridging factors: specifying the dynamic links between outer and inner contexts during implementation and sustainment

Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network

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