Understanding the factors that influence the use of evidence-based practices (EBPs) for autism spectrum disorder (ASD) in schools is critical to the selection of effective implementation strategies to support their sustained use. The current study has 2 aims: (a) evaluate the association between school leadership profiles (undifferentiated and optimal) and fidelity of EBP implementation and (b) examine the role of implementation climate as a mediator in this association. Participants included 56 principals, 90 special education teachers, and 133 classroom staff from 66 elementary schools. Participants completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Teachers and staff reported on intensity (frequency) of EBP delivery, and the research team rated the accuracy (adherence) to the components of the EBP. Schools were required to implement at least 1 of 3 EBPs for ASD (discrete trial training, pivotal response training, or visual supports). Using structural equation modeling, we found that schools with optimal leadership had higher observed ratings of teacher and staff fidelity for pivotal response training accuracy (p < .05), but not for discrete trial training or visual supports. However, this association became nonsignificant with the introduction of implementation climate into the models. Optimal leadership profiles were linked to more positive teacher/staff-reported implementation climate, compared with undifferentiated profiles (p < .01), but found no association between implementation climate and fidelity. Overall, the results of this study indicate that the role of principal leadership in EBP implementation is complex, which has implications for fostering a conducive organizational implementation context in schools. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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加强在学校实施自闭症循证实践的能力：实施氛围、学校领导和忠诚度的作用。

了解影响学校自闭症谱系障碍 (ASD) 循证实践 (EBP) 使用的因素对于选择有效的实施策略以支持其持续使用至关重要。目前的研究有两个目标：(a) 评估学校领导概况（无差异和最佳）与 EBP 实施的保真度之间的关联，以及（b）检查实施氛围在该关联中作为中介的作用。参与者包括来自 66 所小学的 56 名校长、90 名特殊教育教师和 133 名课堂工作人员。参与者完成了多因素领导力问卷和实施气候量表。教师和工作人员报告了 EBP 实施的强度（频率），研究团队评估了 EBP 组成部分的准确性（依从性）。学校需要为 ASD 实施 3 种 EBP 中的至少一种（离散试验培训、关键反应培训或视觉支持）。使用结构方程模型，我们发现具有最佳领导力的学校在关键反应培训准确性方面对教师和教职员工忠诚度的观察评级更高（p < .05），但在离散试验培训或视觉支持方面则不然。然而，随着将实施环境引入模型，这种关联变得不显着。与无差异的配置文件相比，最佳领导配置文件与更积极的教师/员工报告的实施氛围相关 (p < .01)，但未发现实施氛围与忠诚度之间存在关联。总的来说，这项研究的结果表明，主要领导在 EBP 实施中的作用是复杂的，这对在学校培养有利的组织实施环境具有影响。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。