(2004) also states that instructional practices should be scientifically supported. In addition, ethical guidelines like those put out by the National Association of School Psychologists (NASP) or training guidelines like those developed by the Network of Autism Training and Technical Assistance Programs (NATTAP) may also influence staff willingness to embrace the changes required to engage in evidence-based practice for students on the autism spectrum.
◖◖ Barrier 5: Organizational Climate. Organizational climate refers to the “atmosphere” within the school system. Is there an open and ongoing dialogue among professionals representing different service systems in the school? We know that many different systems will be affected by systemic change — are these systems really ready to change? Convening the planning team is the first step in building capacity. But the team alone does not guarantee the systemic change you will need to engage in evidence-based practice for students with ASD. If the meeting of the newly established planning team is the first time a diverse group of professionals has come together to produce change in the school, you should expect that the planning stage will take some time. If the tone of the school system is one of open dialogue, the needs assessment is likely to result in accurate information that your planning team can act on. On the other hand, if the school system is closed to change, school professionals may not feel as comfortable acknowledging their limitations. In addition, your planning team will probably have a more difficult time working together effectively to address the barriers to intervention implementation identified during the needs assessment. How do school professionals respond to the needs assessment? Does it spur conversation among individuals outside the planning team? Are the planning team members motivated to address the concerns and needs of their colleagues? Cultivating an open organizational climate often begins with the administrators. It is nearly impossible to create a more open organizational climate if administrators do not seek feedback from the bottom up, or if they are not open to suggestions for improving educational services. When administrators actively participate on the planning team, they send a clear message — administration is interested in the concerns raised by front-line interventionists. However, the responsibility for an open system does not lie exclusively with administrators. All school professionals contribute to a sense of openness. There is an entire field of study devoted to modifying organizational climates. Although we cannot do justice to the topic here, we can make a few recommendations for improving the
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