“Our Principal Makes It Happen”: The Role of Implementation Leadership in Supporting Evidence-Based Practices With Autistic Children in Inclusive Settings

Abstract

With the growing inclusion of autistic children in general education settings, the need for effective use of evidence-based practices (EBPs) in schools has become increasingly important. Leadership behaviors by principals and administrators that support educators’ use of EBPs with autistic children play a crucial role in promoting and sustaining these practices. This study aims to understand implementation leadership in schools quantitatively and qualitatively. In this mixed-methods study, participants included 161 general education teachers, 138 special education teachers, and 62 paraeducators ( N = 361). Participants completed the School Implementation Leadership Scale (SILS), which assesses the degree to which their school leader is knowledgeable, supportive, proactive, perseverant, communicative, centered on the school’s vision/mission, and available. Eighty-two participants were randomly selected for an interview to discuss their high or low EBP implementation. Quantitative analysis via aggregated mean scores on the SILS subscales (Total M = 2.4) shows educators rate their school’s leadership qualities in the moderate range. Qualitative analysis provides insights into the educators’ expressed needs and desires when it comes to support from their leadership. The results highlight the importance of strong leadership to improve the implementation of EBPs for autistic children in general education settings. Authors discuss implications and recommendations to support educators’ EBP use. Lay Abstract As more autistic children are included in general education classrooms, it is increasingly important for schools to use research-supported strategies known as evidence-based practices (EBPs). School leaders, such as principals and administrators, play a crucial role in helping teachers implement these practices consistently and effectively. This study aims to understand the perspectives of 361 educators, including 161 general education teachers, 138 special education teachers, and 62 paraeducators, regarding the support they receive from school leadership in using EBPs with autistic children. Participants completed a survey called the School Implementation Leadership Scale, which included questions about various leadership qualities, such as being knowledgeable, supportive, proactive, perseverant, communicative, aligned with the school’s vision and mission, and available to support the use of EBPs. On average, educators rated their school leadership as moderately supportive. To further explore educators’ experiences, selected participants were also invited to participate in interviews. These interviews provided deeper insights into what educators find most helpful from school administrators when implementing EBPs for autistic children. The results emphasize the importance of strong, supportive leadership in building a positive and inclusive school environment and helping educators use EBPs. The authors offer practical recommendations to help school administrators better support their staff in using EBPs.