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The impact of classroom implementation climate on autism intervention fidelity and outcomes.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Dingfelder, Hilary Erin.
- Language:
- English
- Subjects (All):
- Clinical psychology.
- Psychology.
- Educational psychology.
- Education, Educational Psychology.
- Psychology, General.
- Psychology, Clinical.
- 0525.
- 0621.
- 0622.
- Penn dissertations--Psychology.
- Psychology--Penn dissertations.
- Local Subjects:
- Education, Educational Psychology.
- Psychology, General.
- Psychology, Clinical.
- Penn dissertations--Psychology.
- Psychology--Penn dissertations.
- 0525.
- 0621.
- 0622.
- Physical Description:
- 149 pages
- Contained In:
- Dissertation Abstracts International 74-03B(E).
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- Interventions for children with autism that have proven efficacious in university-based research settings generally have not been effectively implemented in community settings. Intervention implementation climate, or the extent to which intervention use is perceived as feasible and expected, supported, and rewarded, has been identified as potentially important to intervention implementation and outcomes in community settings. While there is strong evidence that implementation climate affects implementation effectiveness in business settings, its role in the health and human services context has just begun to be studied, and it has never been studied in special education settings. The present study examined the role of implementation climate in predicting intervention implementation and student outcomes in a school-based study of a proven-efficacious intervention for students with autism. We took advantage of a randomized field trial of a teacher-delivered intervention for children in autism support classrooms in a large, urban school district. For Study 1, the Program Implementation Climate Scales (PICS) were adapted for this setting and program. Results revealed one-factor solutions for each subscale of the PICS and good construct validity based on teacher ratings. In Study 2, we examined the association between implementation climate and intervention fidelity. We found that implementation climate significantly predicted teachers' implementation of some important program elements. In Study 3, we examined the effects of implementation climate and intervention fidelity on student outcomes. We found that, while neither had a main effect on outcomes, their interaction was significantly predictive of student outcomes. In high implementation climate classrooms, higher fidelity predicted better outcomes. This relationship was reversed in low implementation climate classrooms. Together, these results suggest that (a) autism interventions are most likely to be successfully implemented in schools if their use is perceived as feasible and expected, supported, and rewarded, and (b) interventions that target both implementation climate and intervention fidelity are likely to lead to the best outcomes for children with autism in school settings. Implications for improving outcomes in the community are discussed.
- Notes:
- Thesis (Ph.D. in Psychology) -- University of Pennsylvania, 2012.
- Source: Dissertation Abstracts International, Volume: 74-03(E), Section: B.
- Adviser: Robert T. Schultz.
- Local Notes:
- School code: 0175.
- ISBN:
- 9781267712684
- Access Restriction:
- Restricted for use by site license.
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