Felipe Agudelo-Hernández, Rodrigo Rojas-Andrade
Design and validation of a scale of core components of community interventions in mental health
The International journal of health planning and management
lockdown drill practice part new normal schools young children autism spectrum disorder asd educational practitioners k12 schools across united states drills place tremendous amount responsibility practitioners ie teachers paraprofessionals beyond scope training typical requirements position classroom lockdown drills also require young children asd engage actions inherently hard young children could especially difficult children asd need individualized support develop executive function selfregulation skills participate drills successfully study investigates practitioners training experiences perceptions perceived confidence teaching young children asd lockdown drills practitioners selfefficacy measured survey analysis perceptions experiences investigated individual interviews results indicated low rates confidence teach lockdown drills young children asd higher rates confidence correlated drill practice themes gleaned interview data revealed varied training practice experiences children practitioners general characteristics asd help hinder childrens participation connections characteristics aspects lockdown drills make difficult teach identification practitioner responsibilities beyond following protocols