1 - (SYM 31) Applying Cognitive Walkthrough for Implementation Strategies to Inform the Redesign of an Implementation Toolkit for Use in Schools

Background: Implementation strategies are key to enhancing evidence based practice (EBP) translation but there is a need to design and tailor strategies to match the targeted implementation context and address determinants (Powell et al., 2019). This is especially true when translating implementation tools from one context to another such as from community agencies to the unique implementation context in schools (Owens et al., 2019). There are increasing methods to inform the redesign of implementation strategies to maximize their usability and appropriateness in new settings such as the Cognitive Walkthrough for Implementation Strategies (CWIS) approach (Lyon et al., 2021). The project aim is to use the CWIS approach to inform the redesign of a multifaceted autism implementation toolkit entitled ACT SMARTER for use in middle and high schools.

Methods: The original toolkit was iteratively redesigned with input from community stakeholders consisting of administrators, educators, and autism and implementation experts. We conducted 3 CWIS sessions evaluating the usability and informing further toolkit redesign. During each session, participants engaged in a guided scenario presentation consisting of ACT SMARTER components followed by group discussion regarding the anticipated likelihood of completing each component and corresponding justifications. Participants then completed the Implementation Strategy Usability Scale to evaluate ACT SMARTER usability.

Results: Data collection is underway and will be completed in March 2023. Participants include 6 district administrators, 6 school principals, and 6 general and special education educators from 17 unique districts across two states. Anticipated usability issues include the alignment of the ACT SMARTER process with school timelines, securing funding to support EBP selection and sustainment as part of ACT SMARTER, determining how to effectively integrate this process into existing school initiatives, and ensuring possible applications of ACT SMARTER beyond its use for autistic students. To address additional usability issues around toolkit timing, the toolkit will be transitioned into a multi-year process integrated within existing school programs and specified activities have been shortened.

Conclusion: The current project underscores the utility of the CWIS approach to inform the redesign of multifaceted implementation strategies such as the ACT SMARTER toolkit for use in new service contexts. Recommendations for the use of this participatory approach are discussed.