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Yet educators often feel unprepared to use transition- and disability-focused evidence-based practices. Coaching is positioned as a key professional development mechanism. The paper describes a coaching model from the Center on Secondary Education for Students With ASD across 30 schools and analyzes coaching data to derive lessons for secondary practitioners, also addressing limitations and implications for research and practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/coaching-in-complexity-lessons-learned-investigating-implementation-of-interventions-in-high-schools/598291/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/coaching-in-complexity-lessons-learned-investigating-implementation-of-interventions-in-high-schools/598291.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are high schools a critical context for implementing evidence-based practices for youth with ASD?","Question",{"text":112,"@type":113},"High schools can support educators in applying evidence-based practices that influence post-school outcomes. 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Hall, PhD3  \nAbstract  \nHigh schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students With ASD to implement a comprehensive package of disability-and transition-focused interventionsin 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed.  \nKeywords  \nhigh school, autism, professional development, secondary transition, group experimental methodology  \nHigh schools have been described as “larger, organizationally more complex, and politically more complicated” than other educational systems (Cannata et al., 2013, p. 8) . Attending to the educational and transition needs ofadolescents with autism spectrum disorder (ASD) in high school settings may be a “perfect storm of complexity” (Odomet al., 2014) . High schools are perceived as particularly challenging environments for youth with ASD due to inherent inconsistency (e.g., scheduling, change in support overtime); the challenge of communication across educators, youth, and families; and lack of clarity of roles and responsibilities (Hedges et al., 2014) . Furthermore, various stakeholders (e.g., parents of youth, special educators, general educators, administrators) perceive high schools as paying little attention to the specific intervention needs of youth with ASD and find existing efforts insufficient and ineffective to ensure positive future outcomes (Kucharczyk et al., 2015). These challenges may further negatively affect youth as they move into adulthood. Critically, youth with disabilities have not experienced marked positive change in adult outcomes despite a growing body of research focused on their transition from high school to adult life (Trainor et al., 2020) . Still, high schools may be the best hope for building the organizational, academic, and social competencies necessary for a smooth transition to better outcomes (McIntyre et al., 2013) . Effective coaching of school personnel in the implementation of evidence-based interventions is necessary to achieve this outcome (Odom et al., 2014) .  \nCoaching Transition-Focused Evidence-Based Practices and Predictors  \nEvidence-based practices (EBPs) and predictors of positive post-school outcomes for youth with disabilities have been identified and operationalized, and they continue to be investigated (Mazzotti et al., 2021; Rowe et al., 2015, 2021; Test et al., 2009) . Unfortunately, school personnel do not feel prepared to put into place transition-focused EBPs (Morningstar & Benitez, 2013; Plotner et al., 2012), nor do they feel prepared to implement effective instructional interventions for students with ASD (Knight et al., 2019) . Results of Morningstar and Benitez’s (2013) survey of secondary educators on their reported levels of preparation point t","cbCaiuUwZN3ett4y","https://ap.wps.com/l/cbCaiuUwZN3ett4y","pdf",541348,15,"English","# Abstract\n## Coaching in complex high school settings\n## Coaching transition-focused evidence-based practices and predictors","[{\"question\":\"Why are high schools a critical context for implementing evidence-based practices for youth with ASD?\",\"answer\":\"High schools can support educators in applying evidence-based practices that influence post-school outcomes. The article emphasizes that these settings have strong potential for implementation.\"},{\"question\":\"What role does coaching play in professional development for educators?\",\"answer\":\"Coaching is described as an essential feature of effective professional development. It supports educators in developing competencies to use transition- and disability-focused practices.\"},{\"question\":\"How was the coaching model investigated and what do the authors aim to learn from it?\",\"answer\":\"A model used by the Center on Secondary Education for Students With ASD to implement interventions across 30 schools is described. Coaching data are analyzed to offer lessons learned for developing professional development supports.\"}]","Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools | PDF",1792086657,38]