Does implementing a new intervention disrupt use of existing evidence-based autism interventions?

ABSTRACT:

Lay abstract

Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-

SUBMITTER: Pellecchia M 

PROVIDER: S-EPMC7541454 | biostudies-literature | 2020 Oct

REPOSITORIES: biostudies-literature