(PS4-78) Training Modality and Provider Perceptions and Motivation: Findings from an Implementation Trial of Two Autism Evidence-based Interventions

Introduction: Providing evidence-based interventions (EBIs) in community schools and mental health programs is crucial for addressing health and social disparities for autistic children. Providers serve as key partners in implementing EBIs tailored to meet the unique needs of these children. Understanding provider perspectives regarding their motivation and perceived impact of autism EBIs is essential for optimizing their implementation and impact. This study examines the association between training modality (i.e., in person versus virtual EBI training) on provider perspectives regarding their motivation and perceived impact of two autism EBIs developed in partnership with community providers.

Methods: The current study is a secondary analysis of a Hybrid type III implementation-effectiveness trial entitled Translating Evidence-based Interventions (EBI) for ASD: Multi-Level Implementation Strategy (TEAMS). Providers included teachers (n = 190) and therapists (n = 197) who received training in one of two autism EBIs: CPRT or AIM HI. Provider perceptions and motivation were assessed six months post EBI training initiation and included the Perceived Characteristics of the Intervention Scale (PCIS) and the Provider Motivation Inventory (PMI) which includes two subscales: Motivation for Continued Use and Perceived Impact and Ability.  Data for 366 providers (level 1) nested within programs (i.e., agencies or schools; n = 64; level 2) were analyzed using multilevel modeling in STATA v18.0.

Results: Training modality was not significantly associated with provider ratings for PMI Motivation for Continued Use, PMI Perceived Impact and Ability, or the PCIS total score (all p > .10). Further, there was no significant moderation of the EBI on the relationship between training modality and provider perspectives (all p > .10).

Discussion: These findings suggest that training can be delivered through in-person or remote modalities without significantly impacting provider motivation or perceived impact. As the COVID-19 pandemic has accelerated the adoption of remote learning, which offers lower costs and reduced time commitments for providers, there is a strong argument for prioritizing the development of interventions tailored for virtual platforms. Future directions include the examination of training modality in relation to provider EBI fidelity of remote training to ensure equivalent implementation outcomes.