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.
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