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Direct linkHugh, Maria L.; Ahlers, Kaitlyn; Joshi, Mahima; Locke, Jill – Grantee Submission, 2021
Purpose of Review: The purpose of this review is to provide an update on the recent research (2016-2021) that evaluates the effectiveness of school-implemented interventions for students with autism (3-21 years old) from preschool to high school. Recent Findings: Overall, the recent literature demonstrated that there are EBPs that help students…
Descriptors: Intervention, Preschool Education, Elementary Secondary Education, Autism Spectrum Disorders
Locke, Jill; Lee, Kristine; Cook, Clayton R; Frederick, Lindsay; Vázquez-Colón, Cheryl; Ehrhart, Mark G.; Aarons, Gregory A.; Davis, Chayna; Lyon, Aaron R. – Grantee Submission, 2019
Key features of the school environment can have a significant impact on teachers' effective use of evidence-based practices (EBP), yet implementation-specific organizational constructs have rarely been studied in the education sector. This study examined three aspects of the organizational implementation context (implementation leadership,…
Descriptors: School Districts, Administrators, Principals, Teachers
Cook, Clayton R.; Lyon, Aaron R.; Locke, Jill; Waltz, Thomas; Powell, Byron J. – Grantee Submission, 2019
Schools, like other service sectors, are confronted with an implementation gap, with the slow adoption and uneven implementation of evidence-based practices (EBP) as part of routine service delivery, undermining efforts to promote better youth behavioral health outcomes. Implementation researchers have undertaken systematic efforts to publish…
Descriptors: Program Implementation, Evidence Based Practice, Youth, Behavior Problems
Cook, Clayton R.; Davis, Chayna; Brown, Eric C.; Locke, Jill; Ehrhart, Mark G.; Aarons, Gregory A.; Larson, Madeline; Lyon, Aaron R. – Grantee Submission, 2018
Background: The Evidence-Based Practice Attitude Scale (EBPAS) is a widely used tool, but it has not been adapted and validated for use in schools, the most common setting where youth access behavioral health services. This study examined the factor structure, psychometric properties, and criterion-related validity of the school-adapted EBPAS in a…
Descriptors: Evidence Based Practice, Factor Structure, Psychometrics, Test Validity
Locke, Jill; Hugh, Maria L.; Pullmann, Michael D.; Cook, Heather; Coifman, Jessica; McRee, Erin; Joshi, Mahima; Lyon, Aaron R.; Schwartz, Ilene – Grantee Submission, 2021
The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Special Education Teachers
Lyon, Aaron R.; Whitaker, Kelly; Locke, Jill; Cook, Clayton R.; King, Kevin M.; Duong, Mylien; Davis, Chayna; Weist, Mark D.; Ehrhart, Mark G.; Aarons, Gregory A. – Grantee Submission, 2018
Background: Integrated healthcare delivered by work groups in nontraditional service settings is increasingly common, yet contemporary implementation frameworks typically assume a single organization--or organizational unit--within which system-level processes influence service quality and implementation success. Recent implementation frameworks…
Descriptors: Mental Health, School Health Services, Program Implementation, Program Effectiveness
Lyon, Aaron R.; Cook, Clayton R.; Brown, Eric C.; Locke, Jill; Davis, Chayna; Ehrhart, Mark; Aarons, Gregory A. – Grantee Submission, 2018
Background: A substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children…
Descriptors: Factor Structure, Psychometrics, Evaluation Methods, Institutional Environment
