Does Implementing a New Intervention Disrupt Use of Existing Evidence-Based Autism Interventions?

Authors

Melanie Pellecchia, University of Pennsylvania
Rinad S. Beidas, University of Pennsylvania
Gwendolyn Lawson, University of Pennsylvania
Nathaniel J. Williams, Boise State UniversityFollow
Max Seidman, University of Pennsylvania
John R. Kimberly, University of Pennsylvania
Carolyn C. Cannuscio, University of Pennsylvania
David S. Mandell, University of Pennsylvania

Document Type

Article

Publication Date

10-2020

Abstract

This study examines how the introduction of TeachTown:Basics, a computer-assisted intervention for students with autism spectrum disorder, influenced teachers’ use of other evidence-based practices. In a randomized controlled trial that enrolled 73 teachers nested within 58 schools, we used three-level hierarchical linear models to evaluate changes in teachers’ use of evidence-based practices across the school year for those who received TeachTown:Basics versus those assigned to control. Both groups received training and implementation support to deliver three well-established evidence-based practices for autism spectrum disorder. Qualitative interviews were conducted with 25 teachers who used TeachTown:Basics to better understand their experience. Compared with teachers in the control group, teachers in the TeachTown:Basics group reported significantly less growth over the 9-month period in their use of evidence-based practices that require one-to-one instruction (ps < 0.05), but no difference in their reported use of evidence-based practices that do not involve one-to-one instruction (p = 0.637). Qualitative interviews indicated that teachers viewed TeachTown:Basics as an effective substitute for one-to-one instruction because it was less burdensome, despite the lack of support for TeachTown:Basics’ effectiveness. Before introducing new practices, education leaders should carefully consider both evidence of effectiveness and the potential impact on the use of other evidence-based practices.

Publication Information

Pellecchia, Melanie; Beidas, Rinad S.; Lawson, Gwendolyn; Williams, Nathaniel J.; Seidman, Max; Kimberly, John R.; Cannuscio, Carolyn C.; and Mandell, David S.. (2020). "Does Implementing a New Intervention Disrupt Use of Existing Evidence-Based Autism Interventions?". Autism: The International Journal of Research & Practice, 24(7), 1713-1725. https://doi.org/10.1177/1362361320919248