The Effect of Implementation Climate on Program Fidelity and Student Outcomes in Autism Support Classrooms

Hilary E. Kratz, Aubyn Stahmer, Ming Xie, Steven C. Marcus, Melanie Pellecchia, Jill Locke, Rinad Beidas, David S. Mandell

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Objective: An organization's implementation climate, or the extent to which use of an intervention is expected, supported, and rewarded by colleagues and supervisors, has been identified as critical to successful intervention implementation and outcomes. The effect of implementation climate has not been well studied in special education settings. The present study examines the association between teachers' perceptions of implementation climate, teacher fidelity to a school-based program for students with autism, and student outcomes (measured as changes in IQ) over time. Method: Participants included 158 students from 45 classrooms and their teachers. Teachers provided a measure of implementation climate at the beginning of the academic year; program fidelity was measured monthly throughout the year. The main and interaction effects of perceived implementation climate and fidelity on student outcomes were examined using longitudinal nested linear models with random effects for classroom and student, controlling for important covariates. Results: On average, IQ scores improved 2.2 points (SD = 8.7). There were no main effects of perceived implementation climate or fidelity on student outcomes; however, the interaction between perceived implementation climate and fidelity was associated with student outcomes (p < .05, d = 0.54). Among classrooms with a strong perceived implementation climate, higher fidelity was associated with better student outcomes. Conclusions: While preliminary and requiring replication, these findings suggest that perceived implementation climate and program fidelity each may be important but not sufficient for optimizing outcomes for students with autism.

Original languageEnglish (US)
JournalJournal of Consulting and Clinical Psychology
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

Autistic Disorder
Climate
Students
Special Education
Linear Models

Keywords

  • Autism
  • Classroom climate
  • Dissemination
  • Implementation
  • Special education

ASJC Scopus subject areas

  • Clinical Psychology
  • Psychiatry and Mental health

Cite this

The Effect of Implementation Climate on Program Fidelity and Student Outcomes in Autism Support Classrooms. / Kratz, Hilary E.; Stahmer, Aubyn; Xie, Ming; Marcus, Steven C.; Pellecchia, Melanie; Locke, Jill; Beidas, Rinad; Mandell, David S.

In: Journal of Consulting and Clinical Psychology, 01.01.2018.

Research output: Contribution to journalArticle

Kratz, Hilary E. ; Stahmer, Aubyn ; Xie, Ming ; Marcus, Steven C. ; Pellecchia, Melanie ; Locke, Jill ; Beidas, Rinad ; Mandell, David S. / The Effect of Implementation Climate on Program Fidelity and Student Outcomes in Autism Support Classrooms. In: Journal of Consulting and Clinical Psychology. 2018.
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