(PS9-32) Interventionist-level Factors Influencing Implementation of Unstuck & on Target: High School in a School-based Trial

Background: Unstuck & On Target: High School (UOT: HS) is a school-based executive function curriculum focusing on flexibility, goal setting, and self-advocacy for autistic teens. Pilot data indicated that interventionists found it easy to use and implemented this curriculum with fidelity per observer ratings. Observer ratings of fidelity and adaptations, or changes to the delivery of the intervention, are considered best practice, but it is helpful to understand these constructs as reported by interventionists. Educators bring their own unique expertise to implementing and evaluating UOT: HS in their classes, and interventionist factors (i.e., years of experience working with autistic students) may impact fidelity. Understanding the connection between such interventionist factors, and fidelity and adaptations is crucial to reducing barriers to implementation.

Methods: 24 interventionists (62.5% Special Education Teacher, 20.8% Special Education Instructional Assistant, 12.5% Guidance Counselor, and 4.2% Speech Language Pathologist) across 18 schools completed 47 fidelity self-reports. Interventionists had on average 10.5 years (SD=7.5; range: 1-23 years) of experience working with autistic students, with 25% identifying as autism specialists. Educator self-reported fidelity, which is based on the observation coding form, includes two composites: Adherence to UOT: HS content (Range 7-35) and Competence in effectiveness of teaching (Range 6-30). A subset of these and additional interventionists also self-reported adaptations and associated reasons using the Modification and Adaptation Checklist (MAC).

Results: Interventionists had an average Adherence score of 30.6 (SD=2.9) and Competence score of 25.2 (SD=3.5). Neither fidelity Adherence nor Competence were significantly correlated with years of experience working with autistic students (p’s > .05). A t-test comparing fidelity scores indicated no significant differences between those who identify as an autism specialist and those who do not, in terms of Adherence (p = 0.12) nor Competence (p = 0.27). Interventionists completed 72 MACs and indicated they made a change in 72.2% of the checklists. The most common type of change found was spending less time on activity (21.7%). The most common reason for change was to improve fit with students (22%).

Conclusions: Overall, results suggest that teachers tend to adhere to curriculum content and feel competent in their ability to teach the UOT: HS curriculum. Nonsignificant correlations (all p’s > .05) indicate that educators can implement UOT: HS with fidelity independent of their years of experience or whether they identify as an autism specialist. MAC data indicates that teachers may need to spend less time on activities to complete lessons to improve fit with student needs. It may be necessary to explore methods to aid educators implementing an intervention with varied groups of students. New data will be added as it is collected throughout the school year.