Utilisation of an intervention to support students on the autism spectrum: examining teachers' responses to Finished! the On-task Toolkit

Costley, Debra; Macdonald, Libby; Trembath, David; Ashburner, Jill; Haas, Kaaren; Keen, Deb

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.

Citation

Costley, D., Macdonald, L., Trembath, D., Ashburner, J., Haas, K., & Keen, D. (2020). Utilisation of an intervention to support students on the autism spectrum: examining teachers' responses to Finished! the On-task Toolkit. Journal of International Special Needs Education, 23(2), 79–91. https://doi.org/10.9782/17-00019

• Journal Article Type: Article
• Acceptance Date: Nov 28, 2018
• Online Publication Date: Aug 1, 2019
• Publication Date: 2020-12
• Deposit Date: Dec 3, 2018
• Publicly Available Date: Dec 4, 2018
• Journal: Journal of International Special Needs Education
• Print ISSN: 2159-4341
• Electronic ISSN: 2331-4001
• Publisher: Council for Exceptional Children, Division of International Special Education and Services
• Peer Reviewed: Peer Reviewed
• Volume: 23
• Issue: 2
• Pages: 79–91
• DOI: https://doi.org/10.9782/17-00019
• Keywords: Autism spectrum disorder; Implementation science; Work systems; Visual schedules; Mainstream classrooms; Teachers
• Public URL: https://nottingham-repository.worktribe.com/output/1358971
• Publisher URL: https://www.jisne.org/doi/abs/10.9782/17-00019