{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,16]],"date-time":"2026-05-16T14:07:49Z","timestamp":1778940469360,"version":"3.51.4"},"reference-count":51,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T00:00:00Z","timestamp":1777593600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T00:00:00Z","timestamp":1777593600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/100000025","name":"National Institute of Mental Health","doi-asserted-by":"publisher","award":["P50MH115837"],"award-info":[{"award-number":["P50MH115837"]}],"id":[{"id":"10.13039\/100000025","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100000025","name":"National Institute of Mental Health","doi-asserted-by":"publisher","award":["R34MH123598"],"award-info":[{"award-number":["R34MH123598"]}],"id":[{"id":"10.13039\/100000025","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Implementation Research and Practice"],"published-print":{"date-parts":[[2026,5]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Educators endorse challenging behavior as a concern for autistic students, which is compounded by the lack of adequate resources for behavioral intervention use at school. The RUBI program is an evidence-based intervention, initially developed for clinicians to implement with parents of autistic children ages 3\u201314 with co-occurring challenging behavior in outpatient settings. Using the Discover, Design\/Build, Test framework, which combines human-centered design and implementation science, implementation usability issues of RUBI were identified for redesign to ensure intervention-setting fit when used in schools.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>RUBI content was collaboratively and iteratively redesigned with elementary school partners, including 41 staff members from 28 schools. During the Discover Phase, the research team conducted in-class behavioral observations (N\u2009=\u20098) and cognitive walkthroughs (N\u2009=\u200915) with educators to identify implementation usability issues in the original RUBI intervention. In the Design\/Build Phase, collaborative redesign sessions (N\u2009=\u20096) and demonstration studies (N\u2009=\u200912) were conducted to develop potential solutions to these issues. Implementation usability issues were systematically rated for importance and feasibility prior to redesign to guide the adaptation process.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Conventional content analysis\u202fwas used to code qualitative data and identify implementation usability issues. Two implementation usability issues were identified: (1) integration with other school-based systems of support and (2) data collection in schools.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Identifying and addressing usability issues may promote greater utility and successful implementation of RUBI in schools. Using partner-engaged methods allowed for the identification of critical implementation usability issues prior to the implementation of the redesigned intervention, RUBI in Educational Settings, or RUBIES. Implications to implementation in school settings are discussed, including potential ways to integrate RUBIES within existing school frameworks (i.e., MTSS) and streamline data collection with the use of technology.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/26334895261448447","type":"journal-article","created":{"date-parts":[[2026,5,14]],"date-time":"2026-05-14T12:51:27Z","timestamp":1778763087000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Identifying Implementation Usability Issues of an Evidence-Based Behavioral Intervention for Use in Schools"],"prefix":"10.1177","volume":"7","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1445-8509","authenticated-orcid":false,"given":"Jill","family":"Locke","sequence":"first","affiliation":[{"name":"University of Washington"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0521-7474","authenticated-orcid":false,"given":"Daina","family":"Tagavi","sequence":"additional","affiliation":[{"name":"University of Washington"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Samantha","family":"Seaver","sequence":"additional","affiliation":[{"name":"Seattle Children's Autism Center"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Yuanchen","family":"Kuo","sequence":"additional","affiliation":[{"name":"Seattle Children's Autism Center"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Angel","family":"Fettig","sequence":"additional","affiliation":[{"name":"University of Washington"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Richard","family":"Torres","sequence":"additional","affiliation":[{"name":"Seattle Children's Autism Center"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Karen","family":"Bearss","sequence":"additional","affiliation":[{"name":"University of Washington"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2026,5,14]]},"reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2022.873248"},{"key":"e_1_3_2_3_1","doi-asserted-by":"publisher","DOI":"10.1097\/CHI.0b013e3181bfd669"},{"key":"e_1_3_2_4_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425787"},{"key":"e_1_3_2_5_1","doi-asserted-by":"publisher","DOI":"10.1001\/jama.2015.3150"},{"key":"e_1_3_2_6_1","doi-asserted-by":"publisher","DOI":"10.1177\/13623613211066644"},{"key":"e_1_3_2_7_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1475-6773.2006.00684.x"},{"key":"e_1_3_2_8_1","doi-asserted-by":"publisher","DOI":"10.1080\/19315860902741542"},{"key":"e_1_3_2_9_1","doi-asserted-by":"publisher","DOI":"10.1186\/s13012-018-0757-2"},{"key":"e_1_3_2_10_1","doi-asserted-by":"publisher","DOI":"10.1177\/02711214050250030301"},{"key":"e_1_3_2_11_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11121-019-01017-1"},{"key":"e_1_3_2_12_1","doi-asserted-by":"publisher","DOI":"10.5206\/eei.v24i1.7709"},{"key":"e_1_3_2_13_1","volume-title":"Designing and conducting mixed methods research","author":"Cresswell J. W.","year":"2011","unstructured":"Cresswell J. W., Plano Clark V. L. (2011). Designing and conducting mixed methods research. Sage Publications, Inc."},{"key":"e_1_3_2_14_1","doi-asserted-by":"publisher","DOI":"10.64719\/pb.4346"},{"key":"e_1_3_2_15_1","first-page":"1","article-title":"User testing to drive the iterative development of a strategy to improve implementation of evidence-based practices in school mental health","author":"Duong M. T.","year":"2020","unstructured":"Duong M. T., Cook C. R., Lee K., Davis C. J., V\u00e1zquez-Col\u00f3n C. A., Lyon A. R. (2020). User testing to drive the iterative development of a strategy to improve implementation of evidence-based practices in school mental health. Child and Adolescent Mental Health, 1\u201312.","journal-title":"Child and Adolescent Mental Health"},{"key":"e_1_3_2_16_1","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.41.1.4"},{"key":"e_1_3_2_17_1","doi-asserted-by":"publisher","DOI":"10.2511\/rpsd.24.4.281"},{"key":"e_1_3_2_18_1","doi-asserted-by":"publisher","DOI":"10.1080\/10474410903535356"},{"key":"e_1_3_2_19_1","doi-asserted-by":"publisher","DOI":"10.1177\/1525822X05279903"},{"key":"e_1_3_2_20_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jaac.2015.08.013"},{"key":"e_1_3_2_21_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2788.2008.01065.x"},{"key":"e_1_3_2_22_1","doi-asserted-by":"publisher","DOI":"10.1023\/A:1020593922901"},{"key":"e_1_3_2_23_1","doi-asserted-by":"publisher","DOI":"10.1177\/1049732305276687"},{"key":"e_1_3_2_24_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15327035ex1301_4"},{"key":"e_1_3_2_25_1","volume-title":"Focus groups: A practical guide to applied science","author":"Krueger R. A.","year":"2009","unstructured":"Krueger R. A., Casey M. A. (2009). Focus groups: A practical guide to applied science. Sage publications."},{"key":"e_1_3_2_26_1","doi-asserted-by":"publisher","DOI":"10.2307\/1423365"},{"key":"e_1_3_2_27_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyt.2022.961219"},{"key":"e_1_3_2_28_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.beth.2014.05.001"},{"key":"e_1_3_2_29_1","doi-asserted-by":"publisher","DOI":"10.1177\/1362361316664474"},{"key":"e_1_3_2_30_1","doi-asserted-by":"publisher","DOI":"10.1001\/jamapsychiatry.2018.3060"},{"key":"e_1_3_2_31_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jsp.2019.07.014"},{"key":"e_1_3_2_32_1","doi-asserted-by":"publisher","DOI":"10.2196\/14990"},{"key":"e_1_3_2_33_1","doi-asserted-by":"publisher","DOI":"10.1177\/1468794115577012"},{"key":"e_1_3_2_34_1","first-page":"3177","volume-title":"Why do they still use paper? Understanding data collection and use in autism education","author":"Marcu G.","year":"2013","unstructured":"Marcu G., Tassini K., Carlson Q., Goodwyn J., Rivkin G., Schaefer K. J., Kiesler S. (2013, April). Why do they still use paper? Understanding data collection and use in autism education. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 3177\u20133186)."},{"key":"e_1_3_2_35_1","first-page":"223","volume-title":"Behavior modification: Principles and procedures","author":"Miltenberger R.","year":"2016","unstructured":"Miltenberger R. (2016). Behavior modification: Principles and procedures, 6th Ed. (pp. 223\u2013241). Cengage Learning:","edition":"6"},{"key":"e_1_3_2_36_1","doi-asserted-by":"publisher","DOI":"10.1177\/10983007211051090"},{"key":"e_1_3_2_37_1","doi-asserted-by":"publisher","DOI":"10.1080\/09540261.2018.1435513"},{"key":"e_1_3_2_38_1","doi-asserted-by":"publisher","DOI":"10.1111\/ecc.12882"},{"key":"e_1_3_2_39_1","doi-asserted-by":"publisher","DOI":"10.1186\/s13012-016-0513-4"},{"key":"e_1_3_2_40_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10567-017-0237-2"},{"key":"e_1_3_2_41_1","doi-asserted-by":"publisher","DOI":"10.1177\/105381510702900201"},{"key":"e_1_3_2_42_1","first-page":"969","volume-title":"Handbook of autism and pervasive developmental disorders: Vol. 2. Assessment, interventions, and policy","author":"Reichow B.","year":"2014","unstructured":"Reichow B., Barton E. E. (2014). Evidence-based psychosocial interventions for individuals with autism spectrum disorders. In Volkmar F. R., Rogers S. J., Paul R., Pelphrey K. A. (Eds.), Handbook of autism and pervasive developmental disorders: Vol. 2. Assessment, interventions, and policy (4th ed., pp. 969\u2013992). John Wiley & Sons.","edition":"4"},{"key":"e_1_3_2_43_1","doi-asserted-by":"publisher","DOI":"10.1177\/1098300712459079"},{"key":"e_1_3_2_44_1","doi-asserted-by":"publisher","DOI":"10.3109\/17518423.2011.620577"},{"key":"e_1_3_2_45_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-020-04706-x"},{"key":"e_1_3_2_46_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11135-017-0574-8"},{"key":"e_1_3_2_47_1","doi-asserted-by":"publisher","DOI":"10.15585\/mmwr.ss7402a1"},{"key":"e_1_3_2_48_1","doi-asserted-by":"publisher","DOI":"10.1097\/00011363-200304000-00005"},{"key":"e_1_3_2_49_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.chc.2008.06.001"},{"key":"e_1_3_2_50_1","unstructured":"US Department of Education (2020). 41st annual report to congress on the implementation of the individuals with disabilities education act 2019. https:\/\/sites.ed.gov\/idea\/2019-annual-report-to-congress-IDEA\/"},{"key":"e_1_3_2_51_1","doi-asserted-by":"publisher","DOI":"10.1177\/0014402916658658"},{"key":"e_1_3_2_52_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.apergo.2014.07.011"}],"container-title":["Implementation Research and Practice"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/26334895261448447","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/26334895261448447","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/26334895261448447","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,16]],"date-time":"2026-05-16T13:17:29Z","timestamp":1778937449000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/26334895261448447"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,5]]},"references-count":51,"alternative-id":["10.1177\/26334895261448447"],"URL":"https:\/\/doi.org\/10.1177\/26334895261448447","relation":{},"ISSN":["2633-4895","2633-4895"],"issn-type":[{"value":"2633-4895","type":"print"},{"value":"2633-4895","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,5]]},"article-number":"26334895261448447"}}