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Implementation of a Multi-Family Autism Transition Program in the High School Setting

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اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      13
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R324C120006
    • Education Level:
      High Schools
      Secondary Education
    • الموضوع:
      Family Programs; Problem Solving; Evidence Based Practice; Coaching (Performance); Feedback (Response); Autism; Pervasive Developmental Disorders; Transitional Programs; Student Characteristics; Teacher Characteristics; Institutional Characteristics; Socioeconomic Status; Educational Quality; Individualized Transition Plans; Prediction; Intervention; Family Involvement; Program Effectiveness; High School Students
    • الموضوع:
      North Carolina; Wisconsin; California
    • الرقم المعرف:
      10.1177/13623613211065533
    • ISSN:
      1362-3613
      1461-7005
    • نبذة مختصرة :
      Transitioning Together is a multi-family intervention designed to support families of adolescents on the autism spectrum as they prepare for the transition to adulthood. Questions remain regarding its wide-scale adoption and implementation in real-world settings such as high schools. We examined student, teacher, and school-level facilitators and barriers to adopting and implementing Transitioning Together at 30 public high schools across three US states that were participating in the intervention arm of a larger randomized trial, which provided training and coaching for implementation of comprehensive evidence-based autism programming. Seventeen of the 30 schools adopted Transitioning Together. Community socioeconomic status and pre-existing quality of programming for family involvement and transition planning significantly predicted intervention adoption. Thirteen of the 17 schools that adopted Transitioning Together did so with a high level of fidelity (>90%). The areas of fidelity that schools struggled with most related to session structure, facilitating problem-solving and dialogue, and collecting feedback from families. Findings highlight struggles and successes with real-world adoption of the intervention in its current form. Future research is needed to further examine how to facilitate adoption across public high schools and/or other service systems, while maximizing effectiveness, as well as reach to historically underserved autism spectrum populations.
    • نبذة مختصرة :
      As Provided
    • IES Funded:
      Yes
    • الموضوع:
      2022
    • الرقم المعرف:
      EJ1333681