Importantly, we would expect commun

Importantly, we would expect community readiness or capacity to be
related to successful implementation of the ASD Nest program (Durlak &
DuPre, 2008). Adelaman and Taylor (2003) identified the importance of mobilizing
interest and support among key stakeholders in the early stages of
adopting innovations. In this case, parents and a small group of administrators
were committed to the innovation. Effective leadership and having at least
one ‘‘program champion’’ who is often highly placed in an organization is also
strongly related to successful implementation (Durlak & DuPre, 2008; Fixsen
et al., 2005). The ASD Nest program had its champion in Carmen Farina, the
superintendent of Community School District 15 who pressed for programs in
community schools so that these children could be included in their own
neighborhoods. However, the schools resisted as they had neither the
resources nor the training to meet their needs. Thus, the parents of New York
City’s higher functioning children with autism were ready to support a well
thought out, academically focused educational program that also fostered
therapeutic change, but resources and support for training were necessary.
Resources and Administrative Support
Resources sufficient to launch the project were provided by District 15, foundation
grants, and the team that developed and implemented the pilot program.
After the first year of implementing the pilot program (2003–04), the
New York City Department of Education (NYCDOE) provided a funding
structure as well as autism-specific training and support so the ASD Nest program
could be replicated across New York City. Obtaining these resources
was vital. Insufficient administrative support and funding for these changes
can undermine program implementation (Fixsen et al., 2005; Reddy,
Newman, De Thomas, & Chun, 2009), and unless structural changes were
incorporated into the classrooms, it would be unlikely that the program
could be effectively implemented and sustained.
Thus, the ASD Nest program originators met with individual school principals,
who were tasked with implementing the model in their schools, as
well as with Department of Education administrators, to strategize how to
mesh the program with city and state education structures and regulations.
ASD Nest Program 251
Downloaded by [New York University] at 08:47 16 October 2014
Strong support from special education advocacy groups, the local teachers
union, and central administration, were critical to making successful structural
changes (which are described in the Methods section), in order to
implement the ASD Nest Program.
Training and Technical Assistance
Administrative support for training and professional development is critical
for successful program implementation and sustainability (Denton, Vaughn,
& Fletcher, 2003). Innovative interventions must also have a delivery system,
which involves initial training and ongoing technical assistance (Durlak &
DuPre, 2008). Staff training is a core component of the ASD Nest program.
The preservice training for teachers and therapists consists of two graduate
courses of three credits each at Hunter College. These modified courses,
derived from the master’s degree program in early childhood special education,
focus more heavily on the types of children being served in the
ASD Nest program. One course provides a broad foundation on autism spectrum
disorders and intervention strategies, and the other course focuses on
behavior theory and its application to young children with ASD. A one-credit
course on social development intervention is also provided, utilizing ideas
from relationship development intervention (Gutstein & Sheely, 2002), social
thinking (Winner, 2007), and other social cognitive approaches. Teachers
take all three courses, with related service personnel (e.g., speech therapists,
occupational therapists, social workers=guidance counselors) taking at least
two of the three courses, with all related service personnel taking the broad
foundations course and all speech therapists taking the course on social
development intervention. Over the past five years since training has been
formalized, approximately 75–95 personnel have been trained every year.
Technical assistance and coaching are provided by Department of
Education specialists and consultants hired by New York University (NYU)’s
Steinhardt School, under contract to the Department of Education. For its first
two years of operation, each new school program is assigned at least two
technical support specialists, with different but complementary skill sets.
These ASD Nest support staff include specialists in autism, inclusion,
co-teaching, positive behavior supports, and communication and social
development. Finally, in order to sustain high quality implementation there
needs to be a commitment to ongoing professional development (Fixsen
et al., 2005). New York University prov

Hasil (Bahasa Indonesia) 1:

Importantly, we would expect community readiness or capacity to berelated to successful implementation of the ASD Nest program (Durlak &DuPre, 2008). Adelaman and Taylor (2003) identified the importance of mobilizinginterest and support among key stakeholders in the early stages ofadopting innovations. In this case, parents and a small group of administratorswere committed to the innovation. Effective leadership and having at leastone ‘‘program champion’’ who is often highly placed in an organization is alsostrongly related to successful implementation (Durlak & DuPre, 2008; Fixsenet al., 2005). The ASD Nest program had its champion in Carmen Farina, thesuperintendent of Community School District 15 who pressed for programs incommunity schools so that these children could be included in their ownneighborhoods. However, the schools resisted as they had neither theresources nor the training to meet their needs. Thus, the parents of New YorkCity’s higher functioning children with autism were ready to support a wellthought out, academically focused educational program that also fosteredtherapeutic change, but resources and support for training were necessary.Resources and Administrative SupportResources sufficient to launch the project were provided by District 15, foundationgrants, and the team that developed and implemented the pilot program.After the first year of implementing the pilot program (2003–04), theNew York City Departemen Pendidikan (NYCDOE) memberikan bantuan danastruktur serta autisme-pelatihan khusus dan dukungan jadi program ASD Nestbisa direplikasi di New York City. Memperoleh sumber dayaadalah penting. Kurangnya dukungan Administrasi dan pendanaan untuk perubahandapat merusak pelaksanaan program (Fixsen et al., 2005; Reddy,Newman, De Thomas, & Chun, 2009), dan kecuali perubahan strukturaldimasukkan ke dalam ruang kelas, itu akan menjadi tidak mungkin bahwa programdapat secara efektif diterapkan dan berkelanjutan.Dengan demikian, penggagas program ASD sarang bertemu dengan kepala sekolah individu,yang ditugaskan dengan menerapkan model di sekolahnya, sebagaibaik seperti dengan Departemen Pendidikan administrator, untuk menyusun strategi bagaimanamesh program dengan kota dan negara pendidikan struktur dan peraturan.ASD sarang Program 251Download oleh [Universitas New York] pada 08:47 16 Oktober 2014 Kuat dukungan dari kelompok-kelompok advokasi pendidikan khusus, guru lokalUnion, dan pusat administrasi, yang penting untuk membuat sukses strukturalperubahan (yang dijelaskan di bagian metode), dalam rangka untukmelaksanakan Program sarang ASD.Bantuan teknis dan pelatihanDukungan administratif untuk pengembangan pelatihan dan profesional pentinguntuk pelaksanaan program yang sukses dan keberlanjutan (Denton, Vaughn,& Fletcher, 2003). Intervensi inovatif juga harus memiliki sistem pengiriman,which involves initial training and ongoing technical assistance (Durlak &DuPre, 2008). Staff training is a core component of the ASD Nest program.The preservice training for teachers and therapists consists of two graduatecourses of three credits each at Hunter College. These modified courses,derived from the master’s degree program in early childhood special education,focus more heavily on the types of children being served in theASD Nest program. One course provides a broad foundation on autism spectrumdisorders and intervention strategies, and the other course focuses onbehavior theory and its application to young children with ASD. A one-creditcourse on social development intervention is also provided, utilizing ideasfrom relationship development intervention (Gutstein & Sheely, 2002), socialthinking (Winner, 2007), and other social cognitive approaches. Teacherstake all three courses, with related service personnel (e.g., speech therapists,occupational therapists, social workers=guidance counselors) taking at leasttwo of the three courses, with all related service personnel taking the broadfoundations course and all speech therapists taking the course on socialdevelopment intervention. Over the past five years since training has beenformalized, approximately 75–95 personnel have been trained every year.Technical assistance and coaching are provided by Department ofPendidikan spesialis dan konsultan yang disewa oleh New York University (NYU)Steinhardt sekolah, di bawah kontrak untuk Departemen Pendidikan. Untuk pertamadua tahun operasi, setiap program sekolah yang baru diberikan setidaknya duadukungan teknis ahli, dengan keahlian yang berbeda tetapi saling melengkapi.Staf dukungan ASD sarang tersebut termasuk spesialis di autisme, inklusi,rekan mengajar, mendukung perilaku positif, dan komunikasi dan sosialpengembangan. Akhirnya, untuk mempertahankan kualitas tinggi implementasi adaperlu komitmen untuk pembangunan profesional yang berkelanjutan (Fixsenet al, 2005). New York University prov