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Direct linkEmily Gomez; Amy Drahota; Aubyn C. Stahmer – Grantee Submission, 2021
Community-academic partnerships are believed to increase the effectiveness and feasibility of action research. While factors facilitating and hindering community-academic partnerships have been identified, their influence on the collaborative process is unknown, especially during community-academic partnership initiation and development. This…
Descriptors: Partnerships in Education, Community Involvement, Autism, Pervasive Developmental Disorders
Iovannone, Rose; Iadarola, Suzannah; Hodges, Sharon; Haynes, Rocky; Stark, Caryn; McFee, Krystal; Grace, Sheri; Anderson, Cynthia M.; Smith, Tristram – Grantee Submission, 2019
Background: Although many interventions have empirical support in improving the outcomes of students with autism spectrum disorders (ASD), schools struggle with implementation of these interventions. Method and materials: We conducted 13 focus groups with 69 participants who included parents, educators, and administrators across three states to…
Descriptors: Stakeholders, Program Implementation, Intervention, Evidence Based Practice
Kucharczyk, Suzanne; Reutebuch, Colleen K.; Carter, Erik W.; Hedges, Susan; El Zein, Farah; Gustafson, Jenny R. – Grantee Submission, 2015
The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Student Needs
