Category: Autism Spectrum and Developmental Disorders
Recent efforts have focused on improving implementation of evidence-based practices (EBPs) for children with ASD in community settings. However, factors influencing community providers’ decisions to adopt EBPs for ASD are still largely unknown. Research in other fields indicates that adoption an innovation is affected by factors such as individual demographics, as well as self-efficacy, attitudes towards the innovation, and perceived barriers to its implementation. The aim of this study was to examine the extent to which these factors influence the likelihood that community providers of ASD services will adopt a parent-mediated EBP following training. We also examined the effect of training on participant self-efficacy in using the program. Community providers (N=119) who attended a training workshop for Project ImPACT provided their demographic information (age, gender, minority status, education, years working with children with ASD, prior training), and reported on their self-efficacy in coaching parents prior to training. After training, providers reported their self-efficacy in coaching parents, their attitudes, perceived barriers, and intent to use Project ImPACT with families. At least 6 months after the workshop, participants were asked to report their use of Project ImPACT with families (N=26). There was a significant increase in self-efficacy from pre (M=2.89, SD=2.04) to post training (M=5.10, SD=.93), t(118)=-11.43, p.05). In contrast, self-efficacy (r=.58), treatment acceptability (r=.24), and perceived barriers (r=-.35) were all associated with intent to use Project ImPACT at post-treatment, and self-efficacy (r=.58) and perceived barriers (r=-.46) at post-treatment were associated with reported use at follow-up. A multiple regression indicated that post-treatment self-efficacy (β=.26, p=.005), treatment acceptability (β=.18, p=.04), and perceived barriers to implementation (β=-.18, p=.05) were each unique predictors and explained 20% of the variance in intent to use Project ImPACT at post-treatment. Logistic regression indicated only self-efficacy (β=2.24, p=.02) was associated with reported use of Project ImPACT at follow-up. These results are consistent with research in other fields and suggest the importance of increasing provider self-efficacy to promote the adoption of parent-mediated EBPs for children with ASD in community settings.
Brooke Ingersoll– Associate Professor, Michigan State University, Michigan
Karis Casagrande– Graduate Student, Michigan State University, East Lansing, Michigan
Katherine Pickard– Clinical Psychology Doctoral Student, Michigan State University, East Lansing, Michigan