@article { , title = {Utilisation of an intervention to support students on the autism spectrum: examining teachers' responses to Finished! the On-task Toolkit}, abstract = {A number of studies have demonstrated visual schedules and work systems to be effective in assisting students on the autism spectrum to stay on-task and work independently in special-education settings. However, evidence of effectiveness does not ensure a timely implementation of interventions in real-world contexts. The translatability of interventions depends to a large extent on their contextual fit and how they are perceived by those that will use them. This mixed methods study examines mainstream teachers’ responses to an information toolkit outlining the use of visual schedules and work systems as inclusive, whole-class practices. While teachers regarded the toolkit positively, their responses also offer insights into potential barriers to implementation.}, doi = {10.9782/17-00019}, eissn = {2331-4001}, issn = {2159-4341}, issue = {2}, journal = {Journal of International Special Needs Education}, note = {Article not yet published online. On temp embargo sheet. Will need to change status to published. Will need to add official url, volume, issue, pagination and doi. Permission given by publishers to make accepted version open access on publication and with no embargo. KJB 14.02..2019}, pages = {79–91}, publicationstatus = {Published}, publisher = {Council for Exceptional Children, Division of International Special Education and Services}, url = {https://nottingham-repository.worktribe.com/output/1358971}, volume = {23}, keyword = {Social Sciences - Education, Autism spectrum disorder, Implementation science, Work systems, Visual schedules, Mainstream classrooms, Teachers}, year = {2020}, author = {Costley, Debra and Macdonald, Libby and Trembath, David and Ashburner, Jill and Haas, Kaaren and Keen, Deb} }