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 speci...

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Published inFocus on autism and other developmental disabilities Vol. 38; no. 1; pp. 17 - 31
Main Authors Melgarejo, Melina, Nahmias, Allison S., Suhrheinrich, Jessica, Schetter, Patricia L., Dean, Michelle, Holt, Tana, Li, Jennica, Stahmer, Aubyn C.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2023
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Attitudes
Autism
Autism Spectrum Disorders
Children
Educational Environment
Evidence Based Practice
Leadership
Mixed methods research
Outcomes of Education
Program Implementation
School Personnel
Special Education
implementation climate
implementation leadership
autism
evidence-based practices
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Summary: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.
ISSN:1088-3576
1538-4829
DOI:10.1177/10883576221140149