(PS11-B39) Evaluating Implementation Outcomes of the Unstuck and on Target! Online Training

Introduction:

Lack of access to routine support systems available in school environments contributes to educational difficulties for elementary-age students with disabilities. Unstuck and On Target! (Unstuck), a school-based cognitive-behavioral intervention, aims to improve students’ executive function (EF) and has been shown to be effective. To improve access and scalability of evidence-based practices to more schools and children, an online, asynchronous training was created for multidisciplinary elementary school staff.

Objectives:

The purpose of this study is to evaluate the acceptability, appropriateness, and feasibility of the Unstuck asynchronous, online, training and its effectiveness in increasing users’ knowledge.

Methods:

75 implementers (96% Female, 68% Caucasian) in Virginia and Colorado completed measures assessing acceptability, appropriateness, and feasibility of the Unstuck e-learning training using a 5-point Likert scale and a 10-point rating scale with 5 and 10 being the highest points, respectively. User feedback was integrated to iteratively adjust the training program.

Results:

Implementers reported that:

●      the content of this e-learning training was practical and useful to the stated educational objectives (M=4.52/5, SD=0.53),

●      their ability to apply strategies for creating affirming environments for elementary students has increased (M=4.17/5, SD=0.53),

●      their learning experience in this online format as positive (M=4.69/5, SD=0.51),

●      the quality of this e-learning training was exceptional (M=4.32/5, SD=0.55),

●      the e-learning software worked well and was easy to use (M=4.31/5, SD=0.75),

●      access to the online platform was easy (M=4.61/5, SD=0.62), and

●      they were confident they would be able to integrate what they learned from the e-learning training into their work within the next two months (M=9.17, SD=0.79).
 

A paired-sample t-test indicated that Unstuck implementation knowledge and EF support before and after completing the e-learning training increased significantly (t(75)=1.99, p< .001).

Conclusion:

Findings suggest this training is beneficial and can serve as a powerful tool for enhancing the scalability of Unstuck and On Target! Circumstantially, the e-learning training was implemented during the COVID-19 pandemic, and revealed to be acceptable, appropriate for implementers’ needs, feasible and effective in increasing user knowledge, even during this particularly difficult time for school staff, students, and their families. 

Key words: executive function, e-learning, online training, asynchronous, Unstuck and On Target!, schools.