Bridging the Research to Practice Gap: A Case Study Approach to Understanding EIBI Supports and Barriers in Swedish Preschools

Autor/inn/en	Roll-Pettersson, Lise; Olsson, Ingrid; Ala'i-Rosales, Shahla
Titel	Bridging the Research to Practice Gap: A Case Study Approach to Understanding EIBI Supports and Barriers in Swedish Preschools
Quelle	In: International Electronic Journal of Elementary Education, 9 (2016) 2, S.317-336 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Case Studies; Barriers; Foreign Countries; Preschool Teachers; Preschool Children; Preschool Education; Autism; Intervention; Observation; Semi Structured Interviews; Focus Groups; Behavioral Science Research; Pervasive Developmental Disorders; Research and Development; Theory Practice Relationship; Ethnography; Sweden + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Autismus; Beobachtung; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Ethnografie; Schweden
Abstract	The present study examined proximal and distal barriers and supports within the Swedish service system that may affect implementation of early and intensive behavioral intervention (EIBI) for children with autism. A case study approach with roots in ethnography was chosen to explore this issue. Two preschools exemplifying "high quality practice" were studied and information was collected through multiple sources during a 12 month period, this included participant observations, direct observations, semi-structured interviews with key informants; paraprofessionals, parents, special educators, habilitation specialists and a focus group interview. Interview transcripts and field notes were combined and analyzed using an abductive grounded theory approach. Findings highlight the relevance of researchers understanding and taking into consideration the effect that distal variables have on implementation within proximal settings. A theoretical model of factors affecting implementation was conceptualised to include: staff entry knowledge and competence, development through supervision, the role of the preschool administrator, as well as distal influences and inter-organizational tensions, values, and bridges. Findings are discussed within the context of implementation science. Implications for future research are discussed as well as areas in need of further development to bridge the gap between research and practice. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01