Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study.

ABSTRACT:

Lay abstract

Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals c

SUBMITTER: Williams NJ 

PROVIDER: S-EPMC8089033 | biostudies-literature | 2021 May

REPOSITORIES: biostudies-literature