Harbin Shawna G, Hugh Maria L, Tagavi Daina, Bravo Alice, Joshi Mahima, Kiche Sharon, Michael Olivia G, Locke Jill
Department of Human Development and Family Science, Purdue University, Hanley Hall, Room 229, 1202 Mitch Daniels Blvd, West Lafayette, IN, 47907, USA.
Department of Special Education, University of Kansas, Lawrence, USA.
J Autism Dev Disord. 2024 Sep 11. doi: 10.1007/s10803-024-06531-y.
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.
教育工作者对循证实践（EBP）的运用在多个学习领域（如同伴互动和学术技能）为自闭症学生带来了积极成果，并且可能促进他们融入普通教育环境并参与其中。然而，许多教师表示，他们对自闭症学生使用循证实践的情况有限，且一致性不高。本研究旨在了解教育工作者在普通教育课堂中对自闭症学生实施循证实践时所面临的障碍和促进因素。为了了解教育工作者的观点和经验，我们对该州81名服务于小学年龄段自闭症学生的教育工作者进行了一项定性研究。针对基于实施研究综合框架提出的访谈问题，教育工作者报告了多个因素，包括普通教育环境、资源获取、循证实践培训以及专业协作。文中讨论了对实践、培训和研究的启示。具体而言，我们探讨了教育工作者对增加培训的需求以及教育工作者资源的可用性。
