Indiana University-Purdue University Indianapolis (IUPUI) / Social narratives are considered by the National Professional Development Center on Autism Spectrum Disorders (NPDC) to be effective in reducing challenging behaviors, improving expected behaviors, and preparing for change. This study is addressing the gap in literature about educators’ and caregivers’ perceptions of the implementation of and the differences in implementation of social narratives with individuals with Autism Spectrum Disorder (ASD).

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In education, the field of implementation science is a discipline dedicated to supporting educators’ use of evidence-based practices (EPBs) to improve school and student outcomes. As highlighted in previous columns in this series, school teams must thoughtfully consider how EBPs align with the school/district core values and fit the local context (Kittelman et al., 2020), how school teaming can enhance implementation of EBPs (Kittelman et al., 2021), and what activities are needed to support implementation of EBPs at different stages (Ward et al., 2021). In this column, we describe how school teams and educators can use implementation drivers to implement EBPs with high implementation fidelity (as they are designed to be implemented; Caroll et al., 2007; Sanetti & Collier-Meek, 2019). We wish to draw attention to the important work of researchers and practitioners from the National Technical Assistance Center on the State Implementation and Scale-Up of Evidence-Based Practices (SISEP; https://sisep.fpg.unc.edu) within the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu) and the National Center for Systemic Improvement (NCSI; https://ncsi.wested.org).

This View From the Field column is the third in a series describing the important contributions of the field of implementation science in supporting educators in implementing evidence-based practices (EBPs; Kittelman et al., 2020, 2021). In the previous columns, we highlighted the importance of selecting EBPs and establishing school implementation teams to provide support to students, and support to educators, in implementing EBPs. For this column, we focus on another component of the Active Implementation Frameworks (Metz & Bartley, 2012) by describing the actions and activities needed to move EBPs through different stages of implementation. In doing this, we highlight the important work of researchers and practitioners from the National Technical Assistance Center on the State Implementation and Scaling-Up of Evidence-Based Practices ([SISEP]; https://sisep.fpg.unc.edu) within the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu).

his “View From the Field” column is the first in a series discussing aspects of implementation science important for scaling up and sustaining evidence-based practices in schools and districts. Recent research suggests there are important approaches to instruction, behavior support, and mental health that have been empirically documented but are not being implemented widely across local schools and school districts (Ginns et al., 2020; Mazzotti & Plotner, 2016; Powell et al., 2020).

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The overall purpose of this study was to investigate counselor educators' attitudes towards evidence-based practices (EBPs) and perceived barriers to the inclusion of EBPs in counselor education curricula. Additionally, this study aimed to assess whether counselor educators' level of agreement towards the presence of motivational interviewing (MI) principles in the counseling relationship impacted attitudes towards EBPs. As such, this researcher analyzed four research questions using two instruments and a demographic questionnaire. Two hundred sixty nine counselor educators (39.8% response rate) from the Association of Counselor Education and Supervision responded to an electronic survey, which consisted of the Evidence-Based Practice Attitude Scale (EBPAS; Aarons, 2004), the BARRIERS Scale (Funk, Champagne, Wiese, & Tornquist, 1991), and a demographic questionnaire. Specifically, this study investigated four research questions to determine: (a) the difference in attitude towards adopting EBPs among counselor educators with respect to specific individual factors (i.e. specialized training in evidence-based practices, years of professoriate experience, and primary counselor education focus); (b) the difference in perceived barriers towards adopting EBPs into counselor education curricula among counselor educators with respect to organizational factors (i.e. type of program, status of CACREP accreditation, and faculty position); (c) the influence of EBP attitude on perceived barriers to the inclusion of EBPs in counselor education curricula; and (d) the correlation between counselor educators reported level of agreement towards MI principles' presence in the counseling relationship and their attitude towards EBPs. Multivariate analyses of variance (MANOVA) were computed to analyze the data for the first two research questions, while linear regressions were utilized to compute the data for the last two research questions. In terms of individual factors, study results indicated that neither specialized training in EBPs nor years of professoriate experience resulted in significant differences with regards to attitudes towards EBPs. However, data analysis did reveal a significant difference between counselor educators with a clinical focus and counselor educators with a vocational focus. With regards to organizational factors influence on perceived barriers to the inclusion of EBPs in counselor education curricula, analyses revealed that neither CACREP accreditation nor faculty position resulted in any significant differences. Although, analysis did reveal that counselor educators in masters only programs perceived significantly less barriers to the inclusion of EBPs than did counselor educators in doctorate granting programs. Furthermore, results suggested a negative correlation between attitude towards EBPs and barriers towards the inclusion of EBPs in counselor education curricula, and a positive correlation between counselor educators' agreement towards the inclusion of MI principles in the counseling relationship and their attitudes towards EBPs. Limitations of the study, implications for this study, and recommendations for future research as it relates to EBPs in counselor education and the counseling profession are addressed.

THE EFFECTS OF GONOODLE ENGAGEMENT ON MATHEMATICS SKILLS OF MIDDLE SCHOOL-AGED STUDENTS WITH AUTISM Abstract By Cheryl D. Barrett University of the Pacific 2023 Academic achievement of students with disabilities has long been a concern in special education, and this work addresses the academic achievement gap between students with autism spectrum disorder (ASD) and their typically developing peers. This study aimed to increase mathematical achievement in fluency and calculation skills for students with ASD using GoNoodle. Additionally, this study intended to extend evidence about existing research on the efficacy of GoNoodle as an appropriate academic intervention tool for students with disabilities. Participants of this study were middle-school-aged students with autism as a primary diagnosis. Extant data was used for this study and the researcher established protocols and data collection tools to increase fidelity in the intervention procedures. During intervention sessions, participants were rated on a 4-point Likert scale with a score of 1 being ‘no participation’ (i.e., the participant chose to not participate and sit at their desk instead); a score of 2 being walking in place only; 3 being running in place only; 4 being both walking and running in place during each segment of the intervention. Their WJ-IV fluency and math calculation tests measured participants' mathematical achievement. Results of this study derived from descriptive analysis, paired samples t-test, Pearson’s product-moment correlation, and social validity survey. Descriptive analysis assisted with grouping participants into ASD classification levels. Results showed the numbers of students in each ASD classification level were uneven, therefore excluded from further analysis. The paired sample t-test provided a mean difference between the three timeframes for the WJ-IV scores. Participants showed an increase in the pre-mid (medium effect size) and pre-post (large effect size) timeframes, but a decrease during the pre-mid timeframes. Pearson’s results were all found to be not statistically significant when considering GoNoodle to have an impact on mathematical achievement. Scores did improve, but not enough for statistical significance. Finally, a social validity survey analyzed participants’ perceptions of the use of GoNoodle to ascertain the value of the online tool. Analysis indicated that 100% of the participants provided a positive response to the GoNoodle Mega Math Marathon intervention being fun (n = 25) and an overall positive response (88%) to the intervention tool in general (n = 22). 92% of the participants indicated that they would like to do more GoNoodle activities, thought it was exciting and enjoyable, and felt that they learned new math skills after engaging in the intervention (n = 23). Moreso, 88% of the participants had a positive response to feeling healthier after engaging with the GoNoodle Mega Math Marathon program (n = 22). This tool proved to be a promising strategy for students to be engaged, interested, and excited about learning mathematical skills within this specific population of participants. More research is needed to address the educational gap and to provide better opportunities for living a healthy lifestyle and building an era of productive members of society.

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