Locke Jill, Olsen Anne, Wideman Rukiya, Downey Margaret Mary, Kretzmann Mark, Kasari Connie, Mandell David S
University of Pennsylvania.
University of Pennsylvania.
Behav Ther. 2015 Jan;46(1):54-67. doi: 10.1016/j.beth.2014.05.001. Epub 2014 May 12.
There is growing evidence that efficacious autism-related interventions rarely are adopted or successfully implemented in public schools, in part because of the lack of fit between the intervention and the needs and capacities of the school setting. There is little systematic information available regarding the barriers to implementation of complex interventions such as those addressing social engagement for children with autism.The present study used fieldnotes from an implementation trial to explore barriers that emerged during the training of school personnel and subsequent implementation of a social engagement intervention. A number of barriers at the individual (training) and school levels (policies surrounding recess, staffing, prioritization of competing demands, level of respect and support, and availability of resources) interfered with the continued use and sustainment of the intervention. We offer potential strategies to overcome these barriers and provide directions for future research in this critical area.
越来越多的证据表明，有效的自闭症相关干预措施很少在公立学校被采用或成功实施，部分原因是干预措施与学校环境的需求和能力不匹配。关于实施复杂干预措施（如针对自闭症儿童社交参与的干预措施）的障碍，几乎没有系统的信息。本研究使用了一项实施试验的现场记录，以探讨在培训学校工作人员以及随后实施社交参与干预措施过程中出现的障碍。在个人（培训）和学校层面（围绕课间休息的政策、人员配备、竞争需求的优先级、尊重和支持程度以及资源可用性）存在一些障碍，干扰了干预措施的持续使用和维持。我们提供了克服这些障碍的潜在策略，并为这一关键领域的未来研究指明了方向。
