Training Teachers to use Evidence-Based Practices for Autism: Examining Procedural Implementation fidelity

Area of Science:

• Educational Psychology
• Special Education
• Applied Behavior Analysis

Background:

• Evidence-based practices for autism are underutilized in community settings.
• The quality of intervention implementation in schools is largely unknown.
• Procedural implementation fidelity is a key indicator of intervention quality and impacts student outcomes.

Purpose of the Study:

• To assess the extent to which public school teachers implemented evidence-based interventions for students with autism as designed.
• To examine procedural implementation fidelity of specific evidence-based practices within a comprehensive autism program.
• To understand the factors influencing fidelity in a real-world school setting.

Main Methods:

• The study examined procedural implementation fidelity of three evidence-based practices.
• These practices were part of a randomized trial of a comprehensive autism program.
• The research was conducted in partnership with a large, urban school district, involving special education teachers.

Main Results:

• Teachers in public school special education classrooms demonstrated the capacity to learn and implement evidence-based strategies.
• Achieving and maintaining moderate procedural implementation fidelity required extensive training, coaching, and time.
• The study analyzed procedural fidelity trends over time and across different intervention strategies.

Conclusions:

• Public school teachers can effectively implement evidence-based autism interventions with adequate support.
• Sustained professional development, including coaching and dedicated time, is crucial for successful implementation.
• The findings highlight the importance of robust support systems for ensuring intervention fidelity in educational settings.