Document text
Principal Investigator: JILL J LOCKE
Organization: UNIVERSITY OF WASHINGTON
Fiscal Year: 2024
Award: $229,941
Funding agency: National Institute of Mental Health
ABSTRACT
While the evidence base has grown for interventions for autistic youth, few of these interventions are being
implemented in public schools, the primary setting in which autistic children receive intervention, due to
misalignment of existing implementation strategies with that setting. There is a need for contextually appropriate
implementation strategies to be used to support lay providers in learning and using these interventions. This
three-year project will apply the local Discover, Design, Build, and Test (DDBT) framework to redesign and then
pilot a multifaceted implementation strategy to support paraeducator use of a behavioral skills evidence-based
intervention, RUBI for Educational Settings (RUBIES), for autistic children in public schools. The proposed study
aims to: 1) identify targets for redesign from implementation strategies currently used to support RUBI clinician
implementation to maximize paraeducators’ RUBIES use in schools; 2) iteratively adapt the existing RUBI
implementation strategies; and 3) test the newly-redesigned RUBI in Educational Settings (RUBIES)
implementation strategy compared to the unadapted RUBI implementation strategy on DDBT mechanisms
(engagement, usability, appropriateness), proximal implementation outcomes (adoption, fidelity, adaptation,
reach), and child behaviors (disruptive behavior, functioning, top problems) with 40 paraeducators supporting 80
elementary-school autistic children. Successful completion of the proposed study will result in a refined set of
implementation strategies to support RUBIES use among lay providers in public schools and has the strong
potential to inform how evidence-based practices can be implemented in schools more broadly. Knowledge
gleaned from this study has the potential to improve the quality of life for autistic children served in public schools
across the country.
Terms: <0-11 years old><ASD><Address><Adoption><Affect><Application Context><Autism><Autistic Disorder><Behavior><Behavior Conditioning Therapy><Behavior Modification><Behavior Therapy><Behavior Treatment><Behavioral><Behavioral Conditioning Therapy><Behavioral Modification><Behavioral Therapy><Behavioral Treatment><COVID-19><CV-19><Calendar><Caregiver instruction><Characteristics><Child><Child Behavior><Child Youth><Children (0-21)><Clinical><Communities><Conditioning Therapy><Consultations><Coronavirus Infectious Disease 2019><Country><Data><Deterioration><Discover Design Build Test><Discover, Design, Build, and Test Framework><Early Infantile Autism><Education><Education for Intervention><Educational Intervention><Educational aspects><Educational process of instructing><Effectiveness><Ensure><Evaluation><Evidence based intervention><Evidence based practice><Exposure to><Financial cost><Funding><Future><Glean><Individual><Infantile Autism><Instruction Intervention><Intervention><Intervention Strategies><Intervention Studies><Interview><Kanner's Syndrome><Knowledge><Learning><Manuals><Mental Health><Mental Hygiene><Methods><Modification><NIH><NIMH><Names><National Institute of Mental Health><National Institutes of Health><Neurodevelopmental Disorder><Neurological Development Disorder><Outcome><Participant><Persons><Phase><Preparation><Prevalence><Primary Schools><Provider><Psychological Health><Public Health><QOL><Quality of life><Research><Research Design><Research Resources><Research Support><Resources><Schools><Site-Directed Mutagenesis><Site-Specific Mutagenesis><Specialty><Students><Study Type><Targeted DNA Modification><Targeted Modification><Teaching><Technology><Testing><Theory of Change><Training><Training Intervention><United States><United States National Institutes of Health><Universities><Washington><adolescent with ASD><adolescent with autism><adolescent with autism spectrum disorder><adolescents on the autism spectrum><autism spectral disorder><autism spectrum disorder><autistic><autistic adolescent><autistic children><autistic spectrum disorder><autistic youth><behavior intervention><behavior outcome><behavioral health><behavioral intervention><behavioral outcome><care giver education><care giver instruction><care giver training><caregiver education><caregiver training><children on the autism spectrum><children with ASD><children with autism><children with autism spectrum disorder><consultation><contextual factors><coronavirus disease 2019><coronavirus disease-19><coronavirus infectious disease-19><design><designing><economic cost><elementary school><empowerment><evidence base><grade school><implementation design><implementation intervention><implementation outcomes><implementation research design><implementation strategy><implementation trial><improved><instructional intervention><intervention research><interventional research><interventional strategy><interventional study><interventions research><kids><medical specialties><meeting><meetings><mobile app><mobile application><mobile device application><monetary cost><name><named><naming><neurodevelopmental disease><parenting education intervention><parenting education programs><parenting intervention><parenting program><parenting skill training><parenting training><practice factors><practice-level factors><preparations><prototype><psychosocial><public education><skills><strategies for implementation><study design><teacher><uptake><usability><youngster><youth on the autism spectrum><youth with ASD><youth with autism><youth with autism spectrum disorder>