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Exploring Factors Across Levels Impacting Educators' Selection of Evidence-Based Practices for Autistic Students.

Maria L Hugh¹, Olivia G Michael², Mahima M Joshi²

¹Department of Special Education, University of Kansas, Lawrence, KS, USA.

Implementation Research and Practice

|November 24, 2025

Summary

Educators face challenges selecting evidence-based practices (EBPs) for Autistic students. Decision-making primarily considers student needs and intervention characteristics, with collaboration being highly valued.

Keywords:

adoption autism decision-making evidence-based practices schools

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Area of Science:

Education
Special Education
Applied Behavior Analysis

Background:

Selecting evidence-based practices (EBPs) is a significant challenge for educators supporting Autistic students, contributing to the implementation gap.
Understanding the decision-making processes and determinants influencing educators' EBP selection is crucial for improving support systems.

Purpose of the Study:

To identify the factors influencing educators' decision-making when selecting EBPs for Autistic students.
To explore the information sources utilized by educators and the determinants at student, intervention, educator, and classroom levels.

Main Methods:

Conducted semistructured interviews with 81 educators (general education teachers, special education teachers, and paraeducators).
Focused on EBP selection for a specific student within inclusive classroom settings.
Investigated information sources and decision-making determinants across multiple ecological levels.

Main Results:

Teachers utilized preparation programs and expert colleagues for EBP information, while paraeducators relied on existing practices and peer guidance.
EBP selection was predominantly driven by student and intervention characteristics, with less emphasis on educator or environmental factors.
Educators made individualized EBP decisions, aiming for practices benefiting all students, and highlighted collaboration as a key support despite limited opportunities.

Conclusions:

The study offers critical insights into how different educational team members select EBPs for Autistic students.
Findings can inform the development of more effective implementation supports and professional development for educators.