Evidence-based practice in child and adolescent mental health · 2026
Exploring Middle and High School Personnel's Definition and Knowledge of Evidence-Based Practices for Autistic Students.
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Sridhar Aksheya, Michael Olivia, Dickson Kelsey S, Du Adora, Thirion Marissa, Drahota Amy, Hall Laura J, Kraemer Bonnie, Stahmer Aubyn, Mandell David, Locke Jill
Аннотация
BACKGROUND: Mandates that educators use evidence-based practices (EBP) with autistic students have not led to their widespread or consistent implementation, despite their growing availability. EBP knowledge is integral to effective implementation, and prior studies have shown that educators often are limited in their ability to identify and define existing EBPs.
OBJECTIVE: This study aimed to: (1) examine how middle and high school staff who support autistic students define EBPs; and (2) identify which practices they endorse as being EBPs in the school setting.
METHOD: This study explored qualitative responses from 37 middle and high school and district staff members to the following questions: (1) "What does an EBP or support mean to you?" and (2) "What EBPs or supports do you or your colleagues use in your school?" Responses were compared to the National Clearinghouse on Autism Evidence and Practice (NCAEP) definition and registry of EBPs. The EBP definition includes: (1) an instructional or intervention procedure (or set of procedures), (2) existence of an acceptable level of research evidence supporting the practice, and (3) demonstration of positive outcomes for autistic children, youth, and/or adults.
RESULTS: Three participant responses were not consistent with any of the NCAEP EBP criteria, seven included one criterion in their response, 16 included two criteria, and 11 included all three criteria. School and district personnel listed 17 autism-focused EBPs that are listed in the NCAEP report and described the use of 41 other practices. Five respondents were unsure which EBPs their schools used.
CONCLUSION: Findings highlight variability in school and district staff understanding of what constitutes an EBP, suggesting the need for tools to support educators in selecting and implementing such practices effectively.
OBJECTIVE: This study aimed to: (1) examine how middle and high school staff who support autistic students define EBPs; and (2) identify which practices they endorse as being EBPs in the school setting.
METHOD: This study explored qualitative responses from 37 middle and high school and district staff members to the following questions: (1) "What does an EBP or support mean to you?" and (2) "What EBPs or supports do you or your colleagues use in your school?" Responses were compared to the National Clearinghouse on Autism Evidence and Practice (NCAEP) definition and registry of EBPs. The EBP definition includes: (1) an instructional or intervention procedure (or set of procedures), (2) existence of an acceptable level of research evidence supporting the practice, and (3) demonstration of positive outcomes for autistic children, youth, and/or adults.
RESULTS: Three participant responses were not consistent with any of the NCAEP EBP criteria, seven included one criterion in their response, 16 included two criteria, and 11 included all three criteria. School and district personnel listed 17 autism-focused EBPs that are listed in the NCAEP report and described the use of 41 other practices. Five respondents were unsure which EBPs their schools used.
CONCLUSION: Findings highlight variability in school and district staff understanding of what constitutes an EBP, suggesting the need for tools to support educators in selecting and implementing such practices effectively.