Research is key to success for teachers and their students
MAAPS includes interventions with decades of research support. We are conducting on-going research on the feasibility and effectiveness of MAAPS in schools. This work helps us get better at what we do.
Modular Approach to Autism Programs in Schools (MAAPS): a Feasibility Study - 2021
Martin, R., J., Cavanaugh, B., Levato, L., McFee, K., Hochheimer, S., Iadarola, S., Ivannone, R., Smith, T., & Anderson, C. (2021). Modular approach to autism programs in schools (MAAPS): A feasibility study. Contemporary School Psychology, 1 – 11. Article Link
What we studied.
There are numerous barriers to the implementation of evidence-based interventions in schools. MAAPS was designed to overcome these barriers by helping educators identify appropriate interventions for their students and provide training and support necessary for educators to implement the interventions. This study evaluated the feasibility of MAAPS in a school setting.
What we learned.
We found that coaches were able to provide training and coaching to teachers with fidelity and educators were able to implement interventions effectively while receiving ongoing support. Educators reported that they found MAAPS useful and acceptable, though they did provide suggestions for improvement. Many students participating in MAAPS also made progress toward their individual goals. We used what we learned from this study to make important modifications to MAAPS such as reducing the length of team meetings and introducing new modules.
Thinking Small to Think Big: Modular Approach to Autism Programming in Schools (MAAPS) - 2020
Anderson, C. M., Ivannone, R., Smith, T., Lovato, L., Martin, R., Cavanaugh, B., Hochheimer, S., Wang, H., & Iadarola, S. (2021). Thinking small to think big: Modular approach for autism programming in schools (MAAPS). Journal of Autism and Developmental Disorders, 51, 193–211. Article Link
What we studied.
MAAPS was developed to provide a framework for educators to identify and implement focused interventions to address the needs of students with ASD in the classroom. The purpose of this study was to improve and further evaluate the use of MAAPS. We made modifications to MAAPS based on feedback from experts in the field and stakeholders including school administrators, educators, and parents/guardians. We then conducted a randomized controlled trial to evaluate efficacy and feasibility of the intervention.
What we learned.
We found that students participating in MAAPS significantly improved their overall functioning compared to students who did not participate. Educators found MAAPS useful and effective and suggested that MAAPS fit well into their schools and addressed existing barriers to supporting students with ASD. Educators commented on the helpful and collaborative nature of the MAAPS coaching process.
An Extra Set of Hands: A qualitative analysis of stakeholder perspectives on implementation of a modular approach to school adoption of evidence-based interventions for students with autism spectrum disorders - 2019
Ivannone, R., Iadarola, Hodges, S., Haynes, R., Stark, C., McFee, K., Anderson, C. M., & Smith, T. (2019). An extra set of hands: A qualitative analysis of stakeholder perspectives on implementation of a modular approach to school adoption of evidence-based interventions for students with autism spectrum disorders. International Journal of Positive Behavioural Support, 9 (2), 25 – 40. Article Link
What we studied.
We conducted 13 focus groups with 69 participants including parents, educators, and administrators across three states to examine the challenges schools face in implementing evidence-based interventions and to evaluate the acceptability and contextual fit of MAAPS.
What we learned.
We learned that when implementing evidence-based interventions, schools face considerable challenges including limited resources (e.g., funding, personnel, materials, time) and personnel training. MAAPS was considered highly acceptable primarily due to the involvement of a coach who would support the teacher. Specifically, participants indicated that a coach actively providing support could help relieve the stressors and burdens of the teacher.