Proceedings from the 11th Annual Conference on the Science of Dissemination and Implementation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Background:The growing number of students with autism has resulted in a proliferation of computer-assisted interventions (CAI) to increase treatment access.There is little rigorous study of how introducing this new technology affects teachers' use of existing evidence-based practice (EBP).Teachers may, inaccurately, see CAI as replacing EBP, and therefore deimplement EBP.Conversely, they may use CAI to implement EBP with some students while others are occupied on the computer.We conducted a mixed methods study to examine the effects of introducing CAI on teachers' use of EBP.Methods: We conducted a randomized field trial of one CAI, Teach-Town, and found that it was not effective in improving student outcomes.We then examined how its implementation affected teachers' use of two one-to-one EBP and one classroom-wide EBP, visual schedules.Seventy-three classrooms were randomized to TeachTown or control.All classrooms received ongoing training and coaching in the three EBP prior to and throughout the trial.Teachers' EBP use was measured monthly.Hierarchical models were used to test changes in EBP use over the year.Semi-structured interviews were conducted with teachers in the TeachTown condition at the end of the year, using a modified grounded theory approach, to explain the quantitative findings.Findings: During the course of the school year, teachers in the control group reported significant increases in their use of one-to-one EBP (p's < .05).While teachers in the TeachTown group showed higher use of these practices at baseline, their use decreased slightly during the course of the year, such that growth trajectories differed significantly between the groups (p's < .05).There were no differences in use of visual schedules.In qualitative analysis, teachers revealed that they thought that TeachTown was more effective and much easier to use than one-to-one instruction, was appealing to students and parents, addressed staffing shortages, and helped teachers manage challenging behaviors.Implications for D&I Research: New practices, introduced with the best intentions, can unintendedly result in deimplementation of other EBP that they were not meant to replace.Practitioners' perceptions of intervention characteristics may trump information about effectiveness, with ease of use, consumer appeal, and ability to address urgent concerns being most important.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.026 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it