Classroom pivotal response teaching (CPRT) is an evidence-based practice (EBP) adapted for classroom use. A recent effectiveness trial of CPRT involved training 98 special education classrooms in Southern California. The Exploration, Planning, Implementation, and Sustainment (EPIS) conceptual framework illustrates the impact of inner- and outer-context factors on implementation outcomes. This article evaluates how teacher factors (including attitudes toward EBP) and organizational factors (implementation climate and district support) influence training outcomes (fidelity of intervention, report of use, sustainment, and satisfaction). Teachers’ ratings of training quality were related to higher fidelity during their follow-up year, β = .34, t(78) = 2.97, p < .004, and rating of intervention ease of use was related to higher daily CPRT use. Teacher ratings on the appeal scale of the attitudes measure were associated with individual sustainment, β = .35, t(55) = 2.76, p < .01. Leader involvement at recruitment meetings, β = .35, t(48) = 2.58, p = .01, and provision of CPRT training space, β = .44, t(48) = 2.73, p < .01, were significantly related to school sustainment. Teachers’ overall attitudes toward the intervention were significantly related to satisfaction with CPRT training, β = .41, t(80) = 3.96, p < .01. This study makes important preliminary contributions to understanding the impact of inner-context implementation determinants of a classroom-based EBP for students with autism spectrum disorder.

中文翻译：

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探索内部背景因素与实施结果之间的关联

课堂关键反应教学 (CPRT) 是一种适用于课堂使用的循证实践 (EBP)。最近 CPRT 的有效性试验涉及在南加州培训 98 间特殊教育教室。探索、规划、实施和维持 (EPIS) 概念框架说明了内部和外部环境因素对实施结果的影响。本文评估教师因素（包括对 EBP 的态度）和组织因素（实施环境和地区支持）如何影响培训结果（干预的保真度、使用报告、维持和满意度）。教师对培训质量的评价与他们在后续一年中的较高保真度相关，β = .34，t(78) = 2.97，p < .004，干预易用性评价与较高的日常 CPRT 使用相关。教师在态度测量的吸引力量表上的评分与个人维持相关，β = .35，t(55) = 2.76，p < .01。领导参与招聘会议，β = .35，t(48) = 2.58，p = .01，和提供 CPRT 培训空间，β = .44，t(48) = 2.73，p < .01，显着相关到学校维持。教师对干预的总体态度与对 CPRT 培训的满意度显着相关，β = .41，t​​(80) = 3.96，p < .01。本研究为理解基于课堂的 EBP 的内部情境实施决定因素对自闭症谱系障碍学生的影响做出了重要的初步贡献。领导参与招聘会议，β = .35，t(48) = 2.58，p = .01，和提供 CPRT 培训空间，β = .44，t(48) = 2.73，p < .01，显着相关到学校维持。教师对干预的总体态度与对 CPRT 培训的满意度显着相关，β = .41，t​​(80) = 3.96，p < .01。本研究为理解基于课堂的 EBP 的内部情境实施决定因素对自闭症谱系障碍学生的影响做出了重要的初步贡献。领导参与招聘会议，β = .35，t(48) = 2.58，p = .01，和提供 CPRT 培训空间，β = .44，t(48) = 2.73，p < .01，显着相关到学校维持。教师对干预的总体态度与对 CPRT 培训的满意度显着相关，β = .41，t​​(80) = 3.96，p < .01。本研究为理解基于课堂的 EBP 的内部情境实施决定因素对自闭症谱系障碍学生的影响做出了重要的初步贡献。