Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools.

The study was cross-sectional, so it cannot show whether leadership ratings caused a better implementation climate or whether schools with a better climate had better-rated principals. Only 67 schools participated, and all were autism support classrooms already implementing ASD-specific evidence-based practices, so results may not apply to general education or schools without ASD programs. Participation was voluntary, and the study included only principals who chose to take part, which may introduce self-selection bias. The study did not examine whether leadership profiles were associated with fidelity to the evidence-based practices or with student outcomes. It did not know whether principals had received leadership training. Ratings came from principals, teachers, and classroom support staff in special education settings, not general education staff, so the profiles may not reflect broader school perspectives.

The article lists research support from the National Institutes of Health, Extramural. No author conflict-of-interest declaration is included in the supplied text.

Do not conclude that training principals in these leadership behaviors will improve autism services or student outcomes. This was a cross-sectional survey of ratings, not a tested intervention, and it did not measure fidelity to the practices or child outcomes.