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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

Authors

Libby Macdonald

David Trembath

Jill Ashburner

Kaaren Haas

Deb Keen



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.

Journal Article Type Article
Publication Date Aug 1, 2019
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
APA6 Citation Costley, D., Macdonald, L., Trembath, D., Ashburner, J., Haas, K., & Keen, D. (2019). 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, https://doi.org/10.9782/17-00019
DOI https://doi.org/10.9782/17-00019
Keywords Autism spectrum disorder; Implementation science; Work systems; Visual schedules; Mainstream classrooms; Teachers
Publisher URL https://www.jisne.org/doi/abs/10.9782/17-00019

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