In an Imperfect World: Barriers and Facilitators to Educators' Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings.
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| Title: | In an Imperfect World: Barriers and Facilitators to Educators' Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings. |
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| Authors: | Harbin, Shawna G. (AUTHOR), Hugh, Maria L. (AUTHOR), Tagavi, Daina (AUTHOR), Bravo, Alice (AUTHOR), Joshi, Mahima (AUTHOR), Kiche, Sharon (AUTHOR), Michael, Olivia G. (AUTHOR), Locke, Jill (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. Jan2026, Vol. 56 Issue 1, p71-82. 12p. |
| Subjects: | School environment, Patients' families, Teams in the workplace, Professional practice, Psychology of teachers, Qualitative research, Research funding, Medical personnel, Interprofessional relations, Resource allocation, Autism, Interviewing, Affinity groups, Mainstreaming in special education, Descriptive statistics, Judgment sampling, Teaching methods, Decision making, Thematic analysis, Information needs, College teacher attitudes, School children, Research methodology, Communication, Evidence-based medicine, Asperger's syndrome, Data analysis software, Outcome-based education, Social support, Counseling, Professional competence, Social stigma |
| Geographic Terms: | United States |
| Abstract: | Educators' use of evidence-based practices (EBP) provides positive outcomes for autistic students in multiple areas of learning (e.g., peer interactions and academic skills) and may promote access and participation in general educational settings. However, many teachers report limited use of EBPs for their autistic students, with inconsistent fidelity. This study sought to understand barriers and facilitators educators identify to implementing EBPs with autistic students in general education classrooms. To understand educators' perspectives and experiences, we conducted a qualitative study with 81 educators who serve elementary-aged autistic students in one state. In response to interview questions based on the Consolidated Framework for Implementation Research framework, educators reported on multiple factors, including the general education environment, access to resources, training in EBPs, and professional collaboration. Implications for practice, training, and research are discussed. Specifically, we address educators' need for increased training and the availability of educator resources. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Educators' use of evidence-based practices (EBP) provides positive outcomes for autistic students in multiple areas of learning (e.g., peer interactions and academic skills) and may promote access and participation in general educational settings. However, many teachers report limited use of EBPs for their autistic students, with inconsistent fidelity. This study sought to understand barriers and facilitators educators identify to implementing EBPs with autistic students in general education classrooms. To understand educators' perspectives and experiences, we conducted a qualitative study with 81 educators who serve elementary-aged autistic students in one state. In response to interview questions based on the Consolidated Framework for Implementation Research framework, educators reported on multiple factors, including the general education environment, access to resources, training in EBPs, and professional collaboration. Implications for practice, training, and research are discussed. Specifically, we address educators' need for increased training and the availability of educator resources. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-024-06531-y |
