When Training and Coaching Aren’t Enough: Changing Practice and Outcomes in Low-Resource Public Schools

Audience Level: Intermediate

Presenter and Affiliation: David Mandell, Sc.D., Center for Mental Health Policy and Services Research

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1.5 Hours of CE

$30 for members / $45 for non-members

Thursday, October 18th, 2018

11 am – 12:30 pm Eastern/ 10 am – 11:30 pm Central/ 9 am – 10:30 am Mountain/ 8 am – 9:30 am Pacific


The science of behavior change in children with autism is well developed and sophisticated. The science and practice of changing the behavior of educators to increase their use of evidence-based practices lags far behind, however. Nowhere is this more evident than in low-resource public schools, where poor pre-service training, school resources, and organizational culture and climate all can contribute to inadequate implementation of evidence-based practices. In these situations, traditional consultation and training practices often don’t result in desired change. In this presentation, I describe a 10-year public-academic partnership and line of research in Philadelphia through which we have developed the science and practice of supporting public school teachers working under difficult circumstances.

Learning Objectives:

By the end of the session, participants will be able to:

  1. List at least three challenges autism support teachers face in low-resource school districts
  2. Describe a model that combines organizational and psychological theories to predict implementation of evidence-based practices
  3. List at least three policies that leverage these theories to increase the use of evidence-based practices

About the Presenter:

Dr. Mandell directs the Center for Mental Health Policy and Services Research. He also is Associate Director of the Center for Autism Research at The Children’s Hospital of Philadelphia. The goal of his research is to improve the quality of care individuals with autism receive in their communities. This research is of two types. The first examines, at the state and national level, the effects of different strategies to organize, finance and deliver services on service use patterns and outcomes. The second consists of experimental studies designed to determine the best strategies to successfully implement proven-efficacious practices in community settings. Dr. Mandell holds a bachelor of arts in psychology from Columbia University and a doctorate of science from the Johns Hopkins School of Hygiene and Public Health.

Recommended Readings/Resources:

Fishman, Jessica; Beidas, Rinad; Reisinger, Erica; et al. The Utility of Measuring Intentions to Use Best Practices: A Longitudinal Study Among Teachers Supporting Students With Autism Journal of School Health  88(5):: 388-395

Powell, Byron J.; Beidas, Rinad S.; Lewis, Cara C.; et al. Methods to Improve the Selection and Tailoring of Implementation Strategies Journal of Behavioral Health Services & Research 44(2): 177-194

Locke, Jill; Beidas, Rinad S.; Marcus, Steven; et al. A mixed methods study of individual and organizational factors that affect implementation of interventions for children with autism in public schools Implementation Science  11