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Barriers and facilitators to implementing prevent-teach-reinforce for young children in community-based early

Mélina Rivard1, Catherine Mello2, Carlos Sanchez1

  • 1Université du Québec à Montréal, 100 Sherbrooke E Street, Montréal H2X 1C3, Canada.

Evaluation and Program Planning
|July 21, 2025
PubMed

Insights

Implementing evidence-based practices for autism services requires addressing community, organizational, and individual factors. Strong administrative support and professional development are key to success, especially during challenging times like the COVID-19 pandemic.

Area of Science:

  • Behavioral Science
  • Autism Spectrum Disorder Services
  • Implementation Science

Background:

  • Community-based autism services face challenges implementing evidence-based practices (EBPs).
  • Understanding barriers and facilitators is crucial for effective real-world application.
  • The COVID-19 pandemic impacted service delivery and intervention deployment.

Purpose of the Study:

  • To examine barriers and facilitators to implementing EBPs for managing challenging behaviors in community-based autism services.
  • To explore perspectives from parents, practitioners, and administrators on intervention implementation.
  • To identify factors influencing the large-scale deployment of the Prevent-Teach-Reinforce for Young Children (PTR-YC) intervention.

Main Methods:

  • Qualitative study involving parents, early intervention practitioners, and administrators.
  • Focus on the Prevent-Teach-Reinforce for Young Children (PTR-YC) intervention.
  • Analysis of barriers and facilitators at macrosystemic, services, and case levels.

Main Results:

  • Barriers and facilitators were identified across community, organizational, and individual levels.
  • The COVID-19 pandemic presented both challenges and opportunities for intervention deployment.
  • Built-in program elements, administrative support, clinical supervision, and professional development were crucial.

Conclusions:

  • Successful implementation of EBPs in autism services requires multi-level support.
  • Organizational commitment, change management, and practitioner support are vital.
  • Parent and practitioner engagement, supported by robust systems, enhances intervention effectiveness.

Keywords:
Early intervention servicesEvidence-based practicesImplementationPositive behavior support

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