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In an Imperfect World: Barriers and Facilitators to Educators' Evidence-Based Practice Use for Elementary-Aged
Shawna G Harbin1, Maria L Hugh2, Daina Tagavi3
1Department of Human Development and Family Science, Purdue University, Hanley Hall, Room 229, 1202 Mitch Daniels Blvd, West Lafayette, IN, 47907, USA. sharbin@purdue.edu.
Journal of Autism and Developmental Disorders
|September 11, 2024
Summary
Teachers need more training and resources to effectively use evidence-based practices (EBPs) for autistic students in general education. Addressing these barriers can improve outcomes and participation for autistic learners.
Area of Science:
- Education
- Special Education
- Applied Behavior Analysis
Background:
- Evidence-based practices (EBPs) improve learning and participation for autistic students in general education.
- Many educators face challenges implementing EBPs with autistic students consistently.
Purpose of the Study:
- To identify barriers and facilitators educators perceive regarding EBP implementation for autistic students.
- To understand educators' experiences with EBPs in general education settings.
Main Methods:
- Qualitative study involving 81 educators of elementary-aged autistic students.
- Interviews guided by the Consolidated Framework for Implementation Research.
Main Results:
- Educators identified factors related to the general education environment, resource availability, EBP training, and professional collaboration.
- Key themes included a need for enhanced training and accessible resources.
Conclusions:
- Increased, targeted training and readily available resources are crucial for effective EBP implementation.
- Addressing identified barriers can support educators in promoting positive outcomes for autistic students.
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