Work

Modeling Implementation: A RE-AIM Hurdle Analysis of Self-Determination and Peer Support Interventions for Autistic Youth

Year: 2026

Type: article

Abstract: Efforts to improve postschool outcomes require an understanding of what works to improve outcomes, and how to support the adoption, reach, implementation, and maintenance of evidence-based practices (EBPs) in schools. The Propel Project integrated two EBPs—the Self-Determined Learning Model of Instruction (SDLMI) and Peer Support (PS)—into a comprehensive delivery model (SDLMI + PS) spanning general and special education. This study used an implementation science lens to examine the feasibility of adoption and implementation. A sample of Midwestern and Southeastern U.S. high schools ( N = 32) were randomized to SDLMI Only, PS Only, or SDLMI + PS. Hurdle modeling indicated that school-level adoption was high across all groups, yet coordinated implementation across general and special education in the combined SDLMI + PS group proved challenging, with implementation frequently delayed or partial due to scheduling, training, and staffing constraints. On the other hand, cost-effectiveness threshold analysis based on cost data found that assuming only small additive effects for combining interventions ( d = 0.20) suffices for SDLMI + PS to be more cost-effective beyond the single-component arms. This suggests that implementation hurdles identified in this study need to be addressed before we can expect future implementation of coordinated models like SDLMI + PS to produce additive impacts for autistic students. Limitations and implications are discussed.

Source: Career Development and Transition for Exceptional Individuals

DOI: 10.1177/21651434261450090