This study evaluated whether an implementation support package using collaborative goal setting, nondirective consultation, feedback, and reinforcement would result in an increase in the implementation of planned speech and language programs in a classroom for students with autism spectrum disorders. Additional measures were collected to assess generalization to other skill‐building programs in the students' schedules that were not targeted in the intervention. The results of a multiple‐baseline analysis revealed that the implementation supports were successful in increasing the frequency of implementation of speech and language programs to goal levels. Further, these gains were maintained when staff support was faded to a weekly schedule for two of the students. The third student required weekly staff support to maintain goal levels. Discontinuation of direct staff support in the maintenance phase resulted in higher and more consistent implementation frequency than seen in the baseline. Similar trends in the generalization targets were evidenced. The results are discussed in relation to implementation science for students with autism.

中文翻译：

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提供实施支持以加强自闭症教室的教学

这项研究评估了使用协作目标设定，非指导性咨询，反馈和强化的实施支持包是否会导致自闭症谱系障碍学生在课堂上计划语音和语言课程的实施增加。收集了其他措施，以评估学生时间表中未针对干预措施的其他技能培养计划的概括性。多基准分析的结果表明，实施支持成功地将语音和语言程序的实施频率提高到了目标水平。此外，当两名学生的员工支持逐渐减少到每周计划时，这些收益得以保持。第三名学生需要每周的员工支持以维持目标水平。在维护阶段停止直接员工支持会导致比基线中更高，更一致的实施频率。普遍目标的趋势也得到证明。讨论了与自闭症学生实施科学相关的结果。