TY - JOUR
T1 - Barriers to Educator Implementation of a Classroom-Based Intervention for Preschoolers With Autism Spectrum Disorder
AU - Wilson, Kaitlyn P.
AU - Landa, Rebecca J.
N1 - Funding Information:
The current study is part of a larger, ongoing study funded by an Institute of Education Sciences Goal 2 (Development)
Funding Information:
The research reported here was supported by the Institute of Educational Sciences, U.S. Department of Education, through Grant R324A120330, awarded to RL PI, Kennedy Krieger Institute.
PY - 2019/3/25
Y1 - 2019/3/25
N2 - There is considerable need for adoptable evidence-based interventions for implementation in public classrooms serving children with autism spectrum disorders (ASD) during the preschool years, an important period in neurodevelopment. Barriers to implementation, including gaps in teacher education, contribute to the research-to-practice gap, and may compromise child outcomes. This qualitative study collected ongoing verbal and written feedback from educators (n = 8) and administrators (n = 3) during their participation in the iterative development phase of a larger project to translate and preliminarily trial an evidence-based intervention, Early Achievements, in public preschool classrooms. Using a grounded theory-based approach, barriers were identified in areas of educator preparedness, engagement, and cohesion, complexity of instructing students with ASD, limited time/resources, and administrator support. Educators and administrators differed in their perspectives. Innovative strategies are presented for enhancing transportability, along with discussion of implications for teacher education practices and related policy.
AB - There is considerable need for adoptable evidence-based interventions for implementation in public classrooms serving children with autism spectrum disorders (ASD) during the preschool years, an important period in neurodevelopment. Barriers to implementation, including gaps in teacher education, contribute to the research-to-practice gap, and may compromise child outcomes. This qualitative study collected ongoing verbal and written feedback from educators (n = 8) and administrators (n = 3) during their participation in the iterative development phase of a larger project to translate and preliminarily trial an evidence-based intervention, Early Achievements, in public preschool classrooms. Using a grounded theory-based approach, barriers were identified in areas of educator preparedness, engagement, and cohesion, complexity of instructing students with ASD, limited time/resources, and administrator support. Educators and administrators differed in their perspectives. Innovative strategies are presented for enhancing transportability, along with discussion of implications for teacher education practices and related policy.
KW - autism spectrum disorder
KW - barriers
KW - classroom
KW - implementation
KW - pre-service training
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U2 - 10.3389/feduc.2019.00027
DO - 10.3389/feduc.2019.00027
M3 - Article
AN - SCOPUS:85078447623
VL - 4
JO - Frontiers in Education
JF - Frontiers in Education
SN - 2504-284X
M1 - 27
ER -