探究学校实施氛围与领导认知的组织差异:自闭症EBP实施的混合方法研究

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-12-13 DOI:10.1177/10883576221140149

M. Melgarejo, Allison S. Nahmias, Jessica Suhrheinrich, Patricia L. Schetter, Michelle Dean, Tana Holt, Jennica Li, Aubyn C. Stahmer

{"title":"探究学校实施氛围与领导认知的组织差异:自闭症EBP实施的混合方法研究","authors":"M. Melgarejo, Allison S. Nahmias, Jessica Suhrheinrich, Patricia L. Schetter, Michelle Dean, Tana Holt, Jennica Li, Aubyn C. Stahmer","doi":"10.1177/10883576221140149","DOIUrl":null,"url":null,"abstract":"Public programs have been charged with implementation of evidence-based practices (EBPs) to improve outcomes for children with autism. However, research indicates that scale-up of EBPs poses challenges. This study identifies perceived variables linked to effective statewide scale-up of EBPs in special education by exploring implementation climate and leadership across special education organization types (e.g., schools, districts, and regional consortiums). A simultaneous QUAL + QUAN mixed methods design was employed with the primary function of convergence and triangulation. Data were drawn from focus groups with 30 special educators and a statewide survey completed by 656 school personnel in one U.S. state. In general, perceptions of implementation climate and leadership are weak in special education organizations, with strengths at regional levels focused on special education and increased challenges at the school and district levels. Implications for practice and future research are identified.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation\",\"authors\":\"M. Melgarejo, Allison S. Nahmias, Jessica Suhrheinrich, Patricia L. Schetter, Michelle Dean, Tana Holt, Jennica Li, Aubyn C. Stahmer\",\"doi\":\"10.1177/10883576221140149\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Public programs have been charged with implementation of evidence-based practices (EBPs) to improve outcomes for children with autism. However, research indicates that scale-up of EBPs poses challenges. This study identifies perceived variables linked to effective statewide scale-up of EBPs in special education by exploring implementation climate and leadership across special education organization types (e.g., schools, districts, and regional consortiums). A simultaneous QUAL + QUAN mixed methods design was employed with the primary function of convergence and triangulation. Data were drawn from focus groups with 30 special educators and a statewide survey completed by 656 school personnel in one U.S. state. In general, perceptions of implementation climate and leadership are weak in special education organizations, with strengths at regional levels focused on special education and increased challenges at the school and district levels. Implications for practice and future research are identified.\",\"PeriodicalId\":12133,\"journal\":{\"name\":\"Focus on Autism and Other Developmental Disabilities\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2022-12-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Focus on Autism and Other Developmental Disabilities\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1177/10883576221140149\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Focus on Autism and Other Developmental Disabilities","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/10883576221140149","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 1

摘要

公共项目负责实施循证实践(ebp)，以改善自闭症儿童的预后。然而，研究表明，扩大ebp带来了挑战。本研究通过探索特殊教育组织类型(如学校、地区和区域联盟)的实施环境和领导，确定了与全州范围内有效扩大特殊教育ebp相关的感知变量。采用以收敛和三角剖分为主要功能的QUAL + QUAN混合方法设计。数据来自30名特殊教育工作者的焦点小组，以及美国一个州656名学校工作人员完成的全州调查。一般来说，在特殊教育组织中，对实施气候和领导力的认识较弱，区域层面的优势集中在特殊教育上，学校和地区层面的挑战增加。确定了对实践和未来研究的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation

Public programs have been charged with implementation of evidence-based practices (EBPs) to improve outcomes for children with autism. However, research indicates that scale-up of EBPs poses challenges. This study identifies perceived variables linked to effective statewide scale-up of EBPs in special education by exploring implementation climate and leadership across special education organization types (e.g., schools, districts, and regional consortiums). A simultaneous QUAL + QUAN mixed methods design was employed with the primary function of convergence and triangulation. Data were drawn from focus groups with 30 special educators and a statewide survey completed by 656 school personnel in one U.S. state. In general, perceptions of implementation climate and leadership are weak in special education organizations, with strengths at regional levels focused on special education and increased challenges at the school and district levels. Implications for practice and future research are identified.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Focus on Autism and Other Developmental Disabilities Multiple-

CiteScore

3.50

自引率

5.00%

发文量

期刊介绍： Focus on Autism and Other Developmental Disabilities addresses issues concerning individuals with autism and other developmental disabilities and their families. Manuscripts reflect a wide range of disciplines, including education, psychology, psychiatry, medicine, physical therapy, occupational therapy, speech/language pathology, social work, and related areas. The journal’s editorial staff seeks manuscripts from diverse philosophical and theoretical positions.