Study Reveals Varied Understanding of Evidence-Based Practices Among School Staff Supporting Autistic Students
Understanding Evidence-Based Practices in Schools
Despite mandates encouraging the use of evidence-based practices (EBPs) for autistic students, their consistent application in middle and high schools remains limited. A recent study investigated how school personnel define EBPs and which practices they recognize as evidence-based in educational settings.
Research Overview
The study involved 37 staff members from middle and high schools, including district personnel who support autistic students. Participants responded to two key questions: what an EBP or support means to them, and which EBPs or supports they or their colleagues use in their schools. Their answers were then compared to the National Clearinghouse on Autism Evidence and Practice (NCAEP) criteria, which defines EBPs as instructional or intervention procedures supported by adequate research evidence and demonstrated positive outcomes for autistic individuals.
Key Findings
- Only 11 participants included all three NCAEP criteria in their definition of EBPs.
- Seven participants mentioned only one criterion, while 16 included two criteria.
- Three responses did not align with any of the NCAEP criteria.
- School personnel identified 17 autism-focused EBPs listed in the NCAEP registry and also described 41 other practices not on the list.
- Five respondents were uncertain about which EBPs were used in their schools.
Implications for Educators and Schools
The study highlights significant variability in how educators and school staff understand and identify EBPs. This inconsistency may contribute to the uneven implementation of effective interventions for autistic students. The findings suggest a need for improved resources and training to help educators accurately select and apply evidence-based strategies.
Limitations and Considerations
As the study was based on qualitative responses from a relatively small group of school personnel, results may not generalize to all educational settings. Additionally, the reliance on self-reported knowledge means actual practice implementation was not directly assessed.
Overall, enhancing educators’ knowledge of EBPs could support better outcomes for autistic students by promoting the use of proven interventions.
For further details, see the original study published online ahead of print in Evidence-Based Practice in Child and Adolescent Mental Health: source.
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