Trajectories of Evidence Based Treatment for School Children with Autism: What's the Right Level for the Implementation?
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Updated: Jan 2, 2026

Eye Tracking Young Children with Autism
Published on: March 27, 2012
Victor Lushin1,2, David Mandell3, Rinad Beidas3
1Long Island University, Brooklyn, NY, USA. onishulo@upenn.edu.
Abstract:
Evidence-based practices (EBP) for children with autism are under-used in special-education schools. No research compared child-level versus teacher-level influences on EBP use, which could guide implementation strategies. We derived longitudinal profiles of EBP receipt by children (N = 234) in 69 autism-support classrooms, over an academic year. We compared overall impacts of child-level and teacher-level factors on profile membership. Most children received little EBP throughout the year; however substantial subgroups received increasing, and decreasing, doses of EBP. Child-level and teacher-level factors contributed about equally to profile membership. Children's autism symptoms and verbal ability, teachers' EBP skills, training/experience, classroom support, class size, and implementation leadership climate predicted profile membership. Early identification of treatment profiles could facilitate targeted implementation strategies increasing EBP use.
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