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Implementing School-Based Cognitive Behavior Therapy for Anxiety in Students with Autism or Suspected Autism via a Train-the-Trainer Approach: Results from a Clustered Randomized Trial
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Judy Reaven; Katherine Pickard; Allison T. Meyer; Lisa Hayutin; Caitlin Middleton; Nuri M. Reyes; Tanea Tanda; Aubyn Stahmer; Audrey Blakeley-Smith; Richard E. Boles – Autism: The International Journal of Research and Practice, 2024
Autistic youth frequently experience interfering anxiety, and schools may be an ideal setting to deliver mental health care. A type 1 hybrid-effectiveness, cluster randomized trial was used to examine the effectiveness of school-based Facing Your Fears compared to usual care. Change in provider cognitive behavior therapy knowledge and treatment…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Cognitive Restructuring, Behavior Modification
Promoting Paraeducators' Use of Evidence-Based Practices for Students with Autism
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Ann M. Sam; Jessica R. Steinbrenner; Samuel L. Odom; Sallie W. Nowell; Victoria Waters; Yolanda Perkins; Mary White; Hariharan Swaminathan; H. Jane Rogers – Exceptional Children, 2023
The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs) in instruction for children with autism. Employing a modified multiple-probe design, investigators implemented the Autism Focused Intervention…
Descriptors: Paraprofessional School Personnel, Students with Disabilities, Autism Spectrum Disorders, Evidence Based Practice
Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities
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Kate A. Helbig; Stefanie R. Schrieber; Keith C. Radley; James R. Derieux – Journal of Educational and Psychological Consultation, 2024
Social deficits are often a core area of development for students in special education, thus schools are charged with providing social skills interventions. Although many strategies are available, few schools successfully employ evidence-based interventions for students with autism and related disabilities. A way to address these concerns while…
Descriptors: Social Development, Interpersonal Competence, Elementary School Students, Students with Disabilities
A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students with Autism
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Aubyn C. Stahmer; Jessica Suhrheinrich; Sarah R. Rieth; Scott Roesch; Sarah Vejnoska; Janice Chan; Allison Nahmias; Tiffany Wang – Focus on Autism and Other Developmental Disabilities, 2023
Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Intervention, Behavior Modification
Two Sides of the Same Coin: A Qualitative Study of Multiple Stakeholder Perspectives on Factors Associated with Implementation of Evidence-Based Practices for Children with Autism in Elementary Schools
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Kaitlyn Ahlers; Maria L. Hugh; Lindsay Frederick; Jill Locke – Grantee Submission, 2021
Schools are the primary setting in which autistic youth receive intervention, yet fidelity to implementation of evidence-based practices (EBPs) for autism in schools varies. Fidelity is an important metric to determine whether educators are delivering EBPs as designed, and there are many different factors that predict fidelity to EBP…
Descriptors: Stakeholders, Program Implementation, Evidence Based Practice, Elementary School Students
Coaching Paraeducators to Implement Functional Communication Training Involving Augmentative and Alternative Communication for Students with Autism Spectrum Disorder
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Walker, Virginia L.; Carpenter, Megan E.; Lyon, Kristin J.; Garcia, Michelle; Johnson, Holly – Augmentative and Alternative Communication, 2021
Paraeducators play an important role in assisting teachers and other professionals to support students with autism spectrum disorder (ASD), including delivering positive behavioral supports to those students who engage in persistent challenging behavior. The purpose of this multiple baseline design across participants study was to support…
Descriptors: Paraprofessional School Personnel, Coaching (Performance), Augmentative and Alternative Communication, Students with Disabilities