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

doi:10.1007/s10488-019-00932-3

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

Medical Social Sciences

Research output: Contribution to journal › Article › peer-review

3 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 language	English (US)
Pages (from-to)	518-529
Number of pages	12
Journal	Administration and Policy in Mental Health and Mental Health Services Research
Volume	46
Issue number	4
DOIs	https://doi.org/10.1007/s10488-019-00932-3
State	Published - 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

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/s10488-019-00932-3

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Meza, R. D., Beidas, R. S., Ehrhart, M. G., Mandell, D. S., Dorsey, S., Frederick, L., Oh, C., & Locke, J. (2019). Discrepancies and Agreement in Perceptions of Implementation Leadership: Associations with Dosage of School-Based Evidence-Based Practices for Children with Autism. Administration and Policy in Mental Health and Mental Health Services Research, 46(4), 518-529. https://doi.org/10.1007/s10488-019-00932-3

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

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.",

keywords = "Autism, Discrepancy, Evidence-based practice dosage, Implementation leadership, School mental health",

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note = "Funding Information: Funding This study was funded by the National Institute of Mental Health (K01 MH100199). Publisher Copyright: {\textcopyright} 2019, Springer Science+Business Media, LLC, part of Springer Nature.",

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Meza, RD, Beidas, RS, Ehrhart, MG, Mandell, DS, Dorsey, S, Frederick, L, Oh, C & Locke, J 2019, 'Discrepancies and Agreement in Perceptions of Implementation Leadership: Associations with Dosage of School-Based Evidence-Based Practices for Children with Autism', Administration and Policy in Mental Health and Mental Health Services Research, vol. 46, no. 4, pp. 518-529. https://doi.org/10.1007/s10488-019-00932-3

Discrepancies and Agreement in Perceptions of Implementation Leadership : Associations with Dosage of School-Based Evidence-Based Practices for Children with Autism. / Meza, Rosemary D.; Beidas, Rinad S.; Ehrhart, Mark G. et al.

In: Administration and Policy in Mental Health and Mental Health Services Research, Vol. 46, No. 4, 15.07.2019, p. 518-529.

Research output: Contribution to journal › Article › peer-review

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AU - Meza, Rosemary D.

AU - Beidas, Rinad S.

AU - Ehrhart, Mark G.

AU - Mandell, David S.

AU - Dorsey, Shannon

AU - Frederick, Lindsay

AU - Oh, Cristine

AU - Locke, Jill

N1 - Funding Information: Funding This study was funded by the National Institute of Mental Health (K01 MH100199). Publisher Copyright: © 2019, Springer Science+Business Media, LLC, part of Springer Nature.

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N2 - 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.

AB - 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.

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Meza RD, Beidas RS, Ehrhart MG, Mandell DS, Dorsey S, Frederick L et al. Discrepancies and Agreement in Perceptions of Implementation Leadership: Associations with Dosage of School-Based Evidence-Based Practices for Children with Autism. Administration and Policy in Mental Health and Mental Health Services Research. 2019 Jul 15;46(4):518-529. doi: 10.1007/s10488-019-00932-3

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

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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