A. Griffiths, Diana Baker, J. Brady, K. Kennedy, A. Valladolid, Rachel Wiegand, Raquel Delgado
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Data collection methods included pre- and post-measures and feedback forms.\n\n\nFindings\nResults indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining.\n\n\nPractical implications\nOverall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation.\n\n\nOriginality/value\nThis case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.\n","PeriodicalId":43640,"journal":{"name":"Advances in Autism","volume":" ","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Increasing collaboration and knowledge in school communities to enhance outcomes for autistic students\",\"authors\":\"A. Griffiths, Diana Baker, J. Brady, K. Kennedy, A. Valladolid, Rachel Wiegand, Raquel Delgado\",\"doi\":\"10.1108/aia-03-2022-0014\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nPurpose\\nThis paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program.\\n\\n\\nDesign/methodology/approach\\nThe program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms.\\n\\n\\nFindings\\nResults indicated that the training program was beneficial for participants overall. 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Increasing collaboration and knowledge in school communities to enhance outcomes for autistic students
Purpose
This paper describes a case study of a developmental program evaluation on the Autism Community Toolkit, a collaborative skills training program for parents and school professionals. The purpose of this study was to examine the influence of the training on participants’ knowledge, competence and perceived collaboration; and potential improvements to the training program.
Design/methodology/approach
The program included multiple training sessions for families and school professionals, designed to educate participants on autism, evidence-based interventions and to increase home-school communication and collaboration. Data collection methods included pre- and post-measures and feedback forms.
Findings
Results indicated that the training program was beneficial for participants overall. Pre- and posttest measures indicated growth in knowledge and competency in autism interventions. While there were no statistically significant differences in the quantitative measure of collaboration, qualitative results suggest that participants reported increased collaboration posttraining.
Practical implications
Overall, the training program was effective, and the ongoing implementation assessment was conducive to continuous improvement. The authors also discuss difficulties with implementation and recommendations for future intervention implementation.
Originality/value
This case study provides practical information about creating, evaluating and improving a unique intervention designed to support school–home collaboration.
期刊介绍:
Advances in Autism is unique in its focus on the health and care aspects and outcomes for people with autism. The journal''s content is international in focus and peer-reviewed. It includes the following: research-based articles evidence-based clinical and support articles articles on policy and advances in services where these can be internationally applied. Key areas of research covered include: clinical developments people''s experience through qualitative research policy debates and outcomes inclusion and quality of life developmental issues population and epidemiological studies services developments evidence-based reviews of key practice issues.