Does Implementing a New Intervention Disrupt Use of Existing Evidence-Based Autism Interventions?

Melanie Pellecchia, Rinad S. Beidas, Gwendolyn Lawson, Nathaniel J. Williams, Max Seidman, John R. Kimberly, Carolyn C. Cannuscio, David S. Mandell

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

This study examines how the introduction of TeachTown:Basics, a computer-assisted intervention for students with autism spectrum disorder, influenced teachers’ use of other evidence-based practices. In a randomized controlled trial that enrolled 73 teachers nested within 58 schools, we used three-level hierarchical linear models to evaluate changes in teachers’ use of evidence-based practices across the school year for those who received TeachTown:Basics versus those assigned to control. Both groups received training and implementation support to deliver three well-established evidence-based practices for autism spectrum disorder. Qualitative interviews were conducted with 25 teachers who used TeachTown:Basics to better understand their experience. Compared with teachers in the control group, teachers in the TeachTown:Basics group reported significantly less growth over the 9-month period in their use of evidence-based practices that require one-to-one instruction ( ps  < 0.05), but no difference in their reported use of evidence-based practices that do not involve one-to-one instruction ( p  = 0.637). Qualitative interviews indicated that teachers viewed TeachTown:Basics as an effective substitute for one-to-one instruction because it was less burdensome, despite the lack of support for TeachTown:Basics’ effectiveness. Before introducing new practices, education leaders should carefully consider both evidence of effectiveness and the potential impact on the use of other evidence-based practices.

Original languageAmerican English
JournalSocial Work Faculty Publications and Presentations
StatePublished - 1 Oct 2020

Keywords

  • autism spectrum disorder
  • computer-assisted intervention
  • school-based implementation

EGS Disciplines

  • Social Work

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