Discrepancies and Agreement in Perceptions of Implementation Leadership: Associations with Dosage of School-Based Evidence-Based Practices for Children with Autism

Rosemary D. Meza*, Rinad S. Beidas, Mark G. Ehrhart, David S. Mandell, Shannon Dorsey, Lindsay Frederick, Cristine Oh, Jill Locke

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

Studies demonstrate that discrepancies among leader–follower perceptions of leadership are related to organizational processes that may impact evidence-based practice (EBP) implementation. However, it is unknown whether discrepancies in leadership perceptions also predict EBP use. This study examined the association of principal–staff alignment and discrepancy in perceptions of implementation leadership with the dosage of three Autism-focused school-based EBPs, Discrete Trial Training, Pivotal Response Training (PRT), and Visual Schedules. PRT dosage was higher when principals under-rated their implementation leadership and when it was agreed upon that implementation leadership was low. Findings have implications for leaders support of EBPs implemented in school-based settings.

Original languageEnglish (US)
Pages (from-to)518-529
Number of pages12
JournalAdministration and Policy in Mental Health and Mental Health Services Research
Volume46
Issue number4
DOIs
StatePublished - Jul 15 2019

Keywords

  • Autism
  • Discrepancy
  • Evidence-based practice dosage
  • Implementation leadership
  • School mental health

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health
  • Psychiatry and Mental health
  • Health Policy
  • Phychiatric Mental Health

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